The Urban Primary SchoolMcGraw-Hill Education (UK), 16 mag 2006 - 208 pagine This book offers an in-depth understanding of the unique challenges and contributions of urban primary schools. The authors set urban education in the wider social context of structural disadvantage, poverty, oppression and exclusion, and reassert some critical urban educational concerns. Recognising that practice needs to be informed by theory, they provide a strong theoretical framework alongside contemporary ethnographic data. Drawing on their extensive experience in urban primary schools, as well as numerous case studies, the authors present a fresh and stimulating view of urban primary schools which will inspire education professionals and academics alike. The Urban Primary School is essential reading for teachers and trainee teachers in urban primary schools, as well as for students of education, policy-makers, parents and school governors. |
Sommario
| 1 | |
Chapter 02 URBAN PRIMARY SCHOOLS AND URBAN CHILDREN | 17 |
Chapter 03 TEACHERS | 34 |
Chapter 04 HEADTEACHERS | 51 |
Chapter 05 PARENTS | 72 |
Chapter 06 SUPPORTING DIVERSITY | 86 |
Chapter 07 SOCIAL CLASS | 99 |
Chapter 08 LEARNING IN THE CITY | 115 |
Chapter 09 SOCIAL JUSTICE | 128 |
Chapter 10 A US PERSPECTIVE | 142 |
Chapter 11 UNDERSTANDING THE URBAN PRIMARY SCHOOL | 156 |
Bibliography | 160 |
Author Index | 177 |
Index | 181 |
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The Urban Primary School: n/a Maguire, Meg,Wooldridge, Tim,Pratt-Adams, Simon Anteprima limitata - 2006 |
Parole e frasi comuni
able achievement additional advantaged approach areas argued attend become behaviour cent challenging changes chapter child choice choosing claims classroom complex concerns consequence consider context continued cultural curriculum demands difficulties disadvantage diversity early effective English et al example exclusion experience explore face factors families forms groups heads headship headteachers higher highlighted housing identified important improve included increase individual inner city involved issues Labour language learning less levels live localized London major mean middle-class minority ethnic move offer opportunities parents particular performance poor positive poverty practice Press pressures problems professional questions Reay recognized reforms reported responsibility secondary social justice society sometimes staff standards success suggested teachers teaching urban education urban primary schools urban schools values working-class
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Pagina 94 - January 1951 and owing to a wellfounded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country...
Pagina 146 - learners' in schools. Instead, we see specific classed, raced and gendered subjects, people whose biographies are intimately linked to the economic, political and ideological trajectories of their families and communities, to the political economies of their neighbourhoods. (Apple, 1986, p.
Pagina 70 - Hillman's ( 1 996) discussion of the findings from all the case studies in the project emphasizes the importance of: a leadership stance which builds on and develops a team approach; a vision of success which includes a view of how the school can improve; the careful use of targets; the improvement of the physical environment; common expectations about students' behaviour and success; and an investment in good relations with parents and the community.
Pagina 88 - In common sense language, identification is constructed on the back of a recognition of some common origin or shared characteristics with another person or group, or with an ideal, and with the natural closure of solidarity and allegiance established on this foundation. In contrast with the 'naturalism' of this definition, the discursive approach sees identification as a construction, a process never completed - always 'in process'.
Pagina 113 - It is a question of whether we can grasp the real nature of our society, or whether we persist in social and educational patterns based on a limited ruling class, a middle professional class, a large operative class, cemented by forces that cannot be challenged and will not be changed. The privileges and barriers, of an inherited kind, will in any case go down. It is only a question of whether we replace them by the free play of the market, or by a public education designed to express and create...
Pagina 101 - The crudest economic barriers (school fees, etc.) have been removed, only to reveal subtler ones at work. It is now clearer to see the many small ways in which money and power in society prepare early for a competitive situation.
Pagina 20 - Poverty means going short materially, socially and emotionally. It means spending less on food, on heating and on clothing . . . Poverty means staying at home, often being bored, not seeing friends . . . not being able to take the children out for a treat or a holiday.
Pagina 90 - Curriculum includes for the first time a detailed, overarching statement on inclusion which makes clear the principles schools must follow in their teaching right across the curriculum, to ensure that all pupils have the chance to succeed, whatever their individual needs and the potential barriers to their learning may be. (DfEE/QCA, 1999:3) In all subject areas teachers are now required to plan and teach the National Curriculum with 'due regard...