[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-38478-en":3,"doc-seo-38478-105":29,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},38478,2336464648746,"Skyler","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Effective Schools for Disaffected Students Integration","Effective schools for disaffected students explores how excluded pupils succeed when they feel secure, valued, and respected, and when pathways to achievement are visible. Grounded in interviews with students removed from mainstream schools and placed in residential settings for emotional and behavioural difficulties, the book analyzes pupils’ perceptions, the causes they attribute to their problems, and their experiences. Linking these insights to school effectiveness research, it offers practical guidelines for teachers and managers to reduce disaffection in mainstream and segregated contexts through real-world solutions.","Effective schools for disaffected students  \nDisaffected 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. This book offers some insights into how these outcomes might be achieved in both mainstream and segregated settings.  \nPaul 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. The book 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 emphasises 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, such as teachers, teacher-managers, educational psychologists and INSET providers, as well as researchers and academics.  \nPaul Cooper is Research Officer in the Department of Educational Studies, University of Oxford.  \nTo Rosanne, Catherine and Emily  \nEffective schools for disaffected students  \nIntegration and segregation  \nPaul Cooper  \nLondon and New York  \nFirst published 1993  \nby Routledge  \n11 New Fetter Lane, London EC4P 4EE  \nThis edition published in the Taylor & Francis e-Library, 2002. Simultaneously published in the USA and Canada by Routledge  \n29 West 35th Street, New York, NY 10001 © 1993 Paul Cooper  \nAll rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.  \nBritish Library Cataloguing in Publication Data  \nA catalogue record for this book is available from the British Library.  \nISBN 0–415–06483–x (Print Edition)  \n0–415–06484–8 (Pbk)  \nLibrary of Congress Cataloging in Publication Data has been applied for.  \nISBN 0–415–06483–X (Print Edition)  \n0–415–06484–8 (Pbk)  \nISBN 0–203–03244–6 Master e-book ISBN ISBN 0–203–20455–7 (Glassbook Format)  \nContents  \nAcknowledgements vii  \nPreface ix  \n1 Introduction 1  \nPart I Background issues  \nIntroduction 7  \n2 Institutions and disaffection 9  \n3 Individuality, education and approaches to disruption 27  \nPart II The experience of disaffection  \nIntroduction 45  \n4 Pupils tell their stories 47 5 The residential experience I: School life 69  \n6 The residential experience II: Interpersonal  \nrelationships and personal outcomes 109  \nPart III School effectiveness, disaffection and mainstream schools  \nIntroduction 151  \n7 School effectiveness 153 8 Tackling disaffection in the mainstream school: One  \nschool’s experience 183  \n9 Conclusion: Schools for individuals 242  \nvi Contents   \nAppendix: A note on the research method 251  \nReferences 256  \nIndex 263  \nAcknowledgements  \nThis, like any book, is the product of many influences. The ideas here began to develop quite early on in my teaching career, and owe a great deal to my experience of teaching in mainstream comprehensive schools, a residential school for pupils with emotional and behavioural problems, an off-site unit for pupils with adjustment difficulties, and a mainstream primary school. Thankyou, to all those teachers and pupils who have made my teaching career so rewarding, to date. I must also thank those people who have helped me to develop my own (thoroughly imperfect) grasp of theoretical aspects of this work. An important formative influ","cbCaiby1wbo5f5GI","https://ap.wps.com/l/cbCaiby1wbo5f5GI","pdf",882064,1,278,"English","en",105,"# Contents\n## Part I Background issues\n## Part II The experience of disaffection\n## Part III School effectiveness, disaffection and mainstream schools","[{\"question\":\"What conditions help disaffected pupils respond well in school?\",\"answer\":\"Disaffected pupils respond well when they feel secure, and when they experience being valued and respected. They also respond better when they perceive opportunities for success.\"},{\"question\":\"How does the book ground its investigation into disaffection?\",\"answer\":\"The investigation is grounded in pupils’ views from mainstream-excluded students placed in residential schools for emotional and behavioural difficulties. 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