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010   $a1-137-52156-2
024 7 $a10.1057/978-1-137-52156-9
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035   $a(EXLCZ)993710000001080027
100   $a20170221d2017      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aResponding to Poverty and Disadvantage in Schools $eA Reader for Teachers /$fby Tamara Bibby, Ruth Lupton, Carlo Raffo
205   $a1st ed. 2017.
210  1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2017.
215   $a1 online resource (XI, 218 p.) 
311   $a1-137-52155-4 
320   $aIncludes bibliographical references at the end of each chapters and index.
327   $aChapter 1. Introduction -- Chapter 2. Disengagement -- Chapter 3. Confrontational Behaviour -- Chapter 4. Culture Clashes -- Chapter 5. Language and Communication Difficulties -- Chapter 6. Government Policies in Practice -- Chapter 7. Being a Teacher in a Disadvantaged Area -- Chapter 8. Schools and Their Communities -- Chapter 9. Beyond the Mainstream Classroom -- Chapter 10. The Vignettes as a Whole -- Chapter 11. Conclusions.
330   $aThis book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these - some more psychological, others more sociological - and chapters develop conversations between teachers and academics. These 'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in practice. It will also help teachers reflect upon the nature of their work; what it means to be a good and effective teacher; and the particular skills, approaches, relationships and competencies that may need to be developed in differing settings of educational disadvantage. The book explores the tensions between different ways of thinking about education and disadvantage; it will make compelling reading for students and teachers of education, education policy makers, and practising schoolteachers.
606   $aEducational sociology
606   $aEducational policy
606   $aEducation and state
606   $aSchools
606   $aEducational sociology 
606   $aEducation and sociology
606   $aTeaching
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000
606   $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000
606   $aSchools and Schooling$3https://scigraph.springernature.com/ontologies/product-market-codes/O52000
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070
606   $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000
615  0$aEducational sociology.
615  0$aEducational policy.
615  0$aEducation and state.
615  0$aSchools.
615  0$aEducational sociology .
615  0$aEducation and sociology.
615  0$aTeaching.
615 14$aSociology of Education.
615 24$aEducational Policy and Politics.
615 24$aSchools and Schooling.
615 24$aSociology of Education.
615 24$aTeaching and Teacher Education.
676   $a306.43
700   $aBibby$b Tamara$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058061
702   $aLupton$b Ruth$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aRaffo$b Carlo$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910255126903321
996   $aResponding to Poverty and Disadvantage in Schools$92496906
997   $aUNINA