Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Paul Cooper offers some insights into how these outcomes might be achieved in both mainstream and segregated settings. Paul Cooper grounds his investigation in the views expressed by a group of pupils who have been excluded from mainstream schools and placed in residential schools for pupils with emotional and behavioural difficulties. He charts the perceptions these pupils have of their current and former experience of schooling, as well as their views on the nature and causes of their difficulties. Connecting the insights gained from these pupils to work that has been done in the area of school effectiveness, he offers some guidelines on ways in which teachers and managers can work towards reducing disaffection in schools. The book's practical research base emphasizes the need to find solutions to educational problems within the real life contexts in which they occur; it will be of interest to all those whose concerns are with the everyday realities of schooling.Reseña del editor:
First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
"Sobre este título" puede pertenecer a otra edición de este libro.
Descripción Routledge, 1993. Estado de conservación: Fair. 1st Edition. N/A. Ships from the UK. Former Library book. Shows definite wear, and perhaps considerable marking on inside. Nº de ref. de la librería GRP11377641
Descripción Routledge, 1993. Paperback. Estado de conservación: Used; Acceptable. Ships from the UK within 24 hours. Ex Library. Nº de ref. de la librería BBI1858162