Around the world, schools are being asked to offer new services to students, families and communities in order to overcome the effects of disadvantage. This book critically examines the role of full service and extended schools.
Author: Colleen Cummings
Publisher: Taylor & Francis
This book is essential reading for anyone interested in the role of full service and extended schools – those offering new services to students, families and communities beyond regular school hours. "This book provides valuable insights for those interested in planning provision which acknowledges the ‘real world’ context of schooling." - NASEN Journal, 2011
Beyond the school gates: Can full service and extended schools overcome disadvantage? Philadelphia, PA: Taylor & Francis. Deschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools and students who don't ...
Author: Hal A. Lawson
This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book’s title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical “pupil support services.” Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.
Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research Jutta Ecarius, Eckhard Klieme, ... Beyond the school gates: Can full service and extended schools overcome disadvantage?
Author: Jutta Ecarius
Publisher: Verlag Barbara Budrich
Non scholae, sed vitae... ? Institutions for and processes of out-of-school education are of growing importance in modern societies. This is the case not only with a view to the scale of the (public or private) range of education but also with a view to the need, i.e., from families that are ambitious with a view to education and training. The contributions deal with the importance, the impact, as well as the future of out-ofschool education—processes as well as institutions— from eight different European countries.
Beyond the school gates: Can full-service and extended schools overcome disadvantage? New York, NY: Routledge. Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning.
Author: Mavis G. Sanders
Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students’ learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs – expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership – chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.
Author: Kris Van den BrandenPublish On: 2010-12-14
Beyond the school gates: Can full service and extended schools overcome disadvantage? London: Routledge. Cummings, C., Dyson, A., Todd, L. (with the Education policy and Evaluation Unit, U.o.B.). (2004). An evaluation of the Extended ...
Author: Kris Van den Branden
Throughout the world, equity and excellence in education is a major issue of concern. International comparative studies such as those carried out by OECD (PISA) have launched a worldwide debate on the effectiveness of educational systems (macro level), schools (meso level) and teachers (micro level) in terms of enhancing equity and excellence. Inspired by the OECD research and spurred by national policy-making, quantitative and qualitative research studies have recently been conducted in different parts of the globe aiming to provide deeper insight into the crucial variables that have an impact on equity, excellence or both. Among the variables that have been identified as crucial in this respect are the pupils' gender and their socio-economic and linguistic background, teachers' expectations, cognitions and pedagogical approach in the classroom, parental support, financial aspects, educational policies (e.g. priority policies, multilingual policies, early start policies), and variables related to the structure of the educational structure and system (e.g. compulsory school age, comprehensive systems, support structures, system variables enhancing spread of learners). This volume aims to compile a rich collection of research-based contributions, providing a state-of-the-art resource on what we know about this topic today.
Cummings, C., Dyson, A. and Todd, L. (2011b) Beyond the school gates: can full service and extended schools overcome disadvantage?, London: Routledge. Dahl, H.M. (2012) 'Neo-liberalism meets the Nordic welfare state – gaps and silences' ...
Author: Kerr, Kirstin
Publisher: Policy Press
Category: Social Science
In England, as in countries across the world, shrinking public funding, growing localism, and increased school autonomy make tackling the link between education, disadvantage and place more important than ever. Challenging current thinking, this important book is the first to focus on the role of area-based initiatives in this struggle. It brings together a wide range of evidence to review the effectiveness of past initiatives, identify promising recent developments, and outline innovative ways forward for the future. It shows how local policymakers and practitioners can actively respond to the complexities of place and is aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students, across education and the social sciences.
Cummings, C., Dyson, A. and Todd, L. (2011) Beyond the school gates. Can full service and extended schools overcome disadvantage?, London: Routledge. DfE (Department for Education) (2016) 'Revised GCSE and equivalent results in England, ...
Author: Bonner, Adrian
Publisher: Policy Press
This book provides an applied, interdisciplinary approach to an understanding of the key social determinants of health, essential at a time of increasing inequalities and reductions in existing NHS services and local authority budgets. A person's health and wellbeing is influenced by a spectrum of socioeconomic, cultural, living and working conditions, social and community networks and lifestyle choices. Based on the 'rainbow model' of the social determinants of health, chapters from experts in a wide range of disciplines examine the key factors which can lead to poor quality of life, homelessness and reduced mortality. Featuring practitioner, academic and commentator experiences, and clear case studies, this book will enable researchers, front-line workers, managers, service commissioners and politicians to identify and employ the most appropriate health, social and economic interventions to support those at the edge of the community, and the promotion of their inclusion in society.
Cranston, N. C. (2001) 'Collaborative decision-making and school-based management: challenges, rhetoric and reality' ... Dyson, A. and Todd, L. (2011) Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage?
Author: Malcolm Hill
Category: Social Science
Children’s Services: Working Together brings together contributions from a number of authors in the field. The book covers policy, theory, research and practice relevant to students and professionals working with children in a wide range of roles. The emphasis on working collaboratively with other professionals, where appropriate, and the holistic approach to children make this a valuable resource to anyone working with children today.
... prize and she has published a book (Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage? [Routledge, 2011]) with Alan Dyson and Colleen Cummings on whether extended schools can beat disadvantage.
Beyond the school gates: Can full service and extended schools overcome disadvantage? Abingdon, Oxon: Routledge. Dyson, A. (2011). 'Full service and extended schools, disadvantage, and social justice'. Cambridge Journal of Education, ...
Author: David Mitchell
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning