Literaturnachweis - Detailanzeige
| Autor/inn/en | Jørgensen, Clara Rübner; Allan, Julie |
|---|---|
| Titel | Education, Schooling and Inclusive Practice at a Secondary Free School in England |
| Quelle | In: British Journal of Sociology of Education, 41 (2020) 4, S.507-522 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Jørgensen, Clara Rübner) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2020.1726171 |
| Schlagwörter | Inclusion; Free Schools; Secondary School Students; Special Needs Students; Educational Practices; Outcomes of Education; Admission (School); Foreign Countries; Teacher Attitudes; Parent Attitudes; Student Attitudes; Educational Philosophy; United Kingdom (England) |
| Abstract | This paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between 'education' and 'schooling' to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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