Titlebook: Responding to Poverty and Disadvantage in Schools; A Reader for Teacher Tamara Bibby,Ruth Lupton,Carlo Raffo Book 2017 The Editor(s) (if ap

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悄悄移動(dòng)

Accede

Disengagement,research she undertook. Focussing on two girls, she describes changes in ‘mindsets’ over the course of time. Three academics respond to the report and, following editorial comment, Janet (another teacher) responds to the chapter as a whole. The issues of teacher agency and psychologised responses to

LUDE

Confrontational Behaviour,ith individual children, all three teachers also speak of adults’ reactions and the ways in which individuals and institutions interact. Claire explores the dynamics between a child who refuses to hand over his mobile phone, his mother and various members of staff. Elizabeth discusses the ways in wh

Tortuous

fatty-acids

Language and Communication Difficulties,ks about the increasing numbers of children starting the nursery school with speech and language needs, and insufficient school capacity to meet these. In the second, a group of teachers reflect on some of the ‘challenges of EAL’ (English as an Additional Language) and different school responses. Th

STRIA

ethnology

Being a Teacher in a Disadvantaged Area,ignette by Greg, who reflects on his day-to-day life teaching in a very disadvantaged setting and some of its challenges and pleasures. The academic responses focus on the emotional aspects of teachers’ work. Annette Braun highlights the ‘emotional labour’ that teachers undertake, suggesting that th

magnate

Schools and Their Communities,ignettes raise issues about: the tensions between openness and security in determining policies of access to schools; the boundaries between the roles of parent and school; and the challenges created by migration and the rapid change in ethnic/cultural/linguistic mix in many urban schools. Gill Croz

obscurity