Literaturnachweis - Detailanzeige
| Autor/inn/en | Bagley, Christopher; Hallam, Susan |
|---|---|
| Titel | Managed Moves: School and Local Authority Staff Perceptions of Processes, Success and Challenges |
| Quelle | In: Emotional & Behavioural Difficulties, 20 (2015) 4, S.432-447 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2752 |
| DOI | 10.1080/13632752.2015.1053700 |
| Schlagwörter | At Risk Students; Foreign Countries; Interviews; School Personnel; Administrators; Success; Family School Relationship; Early Intervention; Transitional Programs; Peer Relationship; Student Participation; Barriers; Access to Education; Student Placement; Behavior Problems; Emotional Disturbances; Coding; Program Effectiveness; United Kingdom (England) |
| Abstract | The current research aimed to increase understanding of the processes of managed moves for children at risk of exclusion from school, particularly exploring what contributed to success and the nature of the challenges experienced. The study was conducted in one English local authority where 11 school staff and 5 local authority staff were interviewed. Two superordinate themes emerged from the interviews. Superordinate theme 1 was concerned with factors contributing to success and included subthemes relating to fresh start/clean slate, home-school communication, early intervention, pastoral support (transition work, relationships with staff and relationships with peers) and involvement of young person. Superordinate theme 2 was concerned with the challenges associated with managed moves and included inter-school tensions (honesty and information sharing, the results agenda and moving a problem), narratives around young people, objectifying language and accurate diagnosis. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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