HIGGS, J: Corporate Parenting: The Contribution of Designate Did the introduction of Designated Teachers for Looked After Children improve their educational achievements and outcomes?
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- Englisch ausgewählt
Fr. 120.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.03.2009
Verlag
VDMSeitenzahl
220
Maße (L/B/H)
22/15/1.3 cm
Gewicht
344 g
Sprache
Englisch
ISBN
978-3-639-12975-5
This study explores issues concerning the education
of young people in public care and some of the
national initiatives that have been introduced to
redress the difficulties experienced by this group.
The research was designed to explore the impact of
the introduction of the designated teacher role in a
small sample of schools in one authority and the
contribution of the role to corporate parenting of
young people who are looked after. It is a study
over two and a half years, employing case study
methodology. In addition to exploring perceptions
of social workers and teachers on the difficulties
that looked after children face in education, case
studies are reported, together with contextual
details, to identify examples of effective
collaboration or non-collaboration between Social
Care and schools, focusing on the role of the
designated teacher. Interviews with a sample of
young people give an insight into their perceptions
of the difficulties they face. End of study
interviews attempt to demonstrate changes in
perceptions and practice, and inform recommendations
for effecting further improvement.
of young people in public care and some of the
national initiatives that have been introduced to
redress the difficulties experienced by this group.
The research was designed to explore the impact of
the introduction of the designated teacher role in a
small sample of schools in one authority and the
contribution of the role to corporate parenting of
young people who are looked after. It is a study
over two and a half years, employing case study
methodology. In addition to exploring perceptions
of social workers and teachers on the difficulties
that looked after children face in education, case
studies are reported, together with contextual
details, to identify examples of effective
collaboration or non-collaboration between Social
Care and schools, focusing on the role of the
designated teacher. Interviews with a sample of
young people give an insight into their perceptions
of the difficulties they face. End of study
interviews attempt to demonstrate changes in
perceptions and practice, and inform recommendations
for effecting further improvement.
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