Effective Schools for Disaffected Students: Integration and by Paul Cooper
By Paul Cooper
Disaffected students reply good in situations the place they believe safe, the place they've got a feeling of being valued and revered, and the place they understand there to be possibilities for them to succeed.
Effective faculties for Disaffected Students bargains insights into how those results should be accomplished in either mainstream and segregated settings. The research is predicated at the perspectives of scholars who've been excluded from mainstream faculties for students with emotional and behavioural problems. the writer relates the scholars' reports of the different sorts of faculty to investigate within the region of college effectiveness. He bargains a few sensible directions on ways that lecturers and executives can paintings in the direction of decreasing disaffection in colleges in the genuine existence contexts within which they ensue. The publication will entice anyone whose matters are with the everday realities of education.
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Extra resources for Effective Schools for Disaffected Students: Integration and Segregation
Sample text
1983; DES, , 1989b). In the light of what has been so far said about the importance of relationships and respect for individuality in the creation and treatment of behaviour problems, this would seem an important point. Such relationship factors are repeatedly placed in a subordinate position alongside curricular and resource factors. Thus the special schools and units are often criticised for the extent to which they fail to resemble mainstream schools, rather than given recognition for the achievements they make in forging cooperative relationships between staff and pupils who have been so conspicuously failed in this respect by mainstream schools (see Laslett, 1990).
The schools, referred to here as ‘Farfield School’ and ‘Lakeside School’ (fictitious names), both conform to a traditional pattern for such schools, being situated in large country houses and providing education and care for their pupils on a twenty-four hour, sevenday-week basis. The staffing in both schools is divided into two distinct professional groups: teaching staff and care staff (sometimes referred to as residential social workers). Both schools profess the aim of presenting a coordinated care and education programme for all of their pupils, whereby their progress and development are consciously fostered and monitored in all aspects of school life.
As will be clear from previous sections, patterns of causation are rarely unidirectional and lineal, but are recursive and interactional. Thus, it is easy to see how the use of coercive strategies may itself produce the type of pupil reaction which appears to justify the coercive ethos (see above); the same principle can be applied to the incorporative approach. However, since the unifying feature of what may be termed the effective school seems to be a set of fairly straightforward principles from which an almost infinite range of strategies will develop, it appears appropriate to establish these principles at a fairly early stage in the development of a school ethos.