LEADER 03108oam 2200649I 450 001 9910451008203321 005 20200520144314.0 010 $a1-134-92172-1 010 $a1-134-92173-X 010 $a1-282-77756-4 010 $a9786612777561 010 $a0-203-03244-6 024 7 $a10.4324/9780203032442 035 $a(CKB)1000000000249496 035 $a(EBL)180000 035 $a(OCoLC)54873255 035 $a(SSID)ssj0000359214 035 $a(PQKBManifestationID)11246776 035 $a(PQKBTitleCode)TC0000359214 035 $a(PQKBWorkID)10382394 035 $a(PQKB)11403095 035 $a(MiAaPQ)EBC180000 035 $a(Au-PeEL)EBL180000 035 $a(CaPaEBR)ebr10060711 035 $a(CaONFJC)MIL277756 035 $a(OCoLC)646717893 035 $a(EXLCZ)991000000000249496 100 $a20180331d1993 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEffective schools for disaffected students $eintegration and segregation /$fPaul Cooper 210 1$aLondon ;$aNew York :$cRoutledge,$d1993. 215 $a1 online resource (278 p.) 300 $aDescription based upon print version of record. 311 $a0-415-06483-X 320 $aIncludes bibliographical references (pages [256]-262) and index. 327 $aBook Cover; Title; Contents; Acknowledgements; Preface; Introduction; Introduction; Institutions and disaffection; Individuality, education and approaches to disruption; Introduction; Pupils tell their stories; The residential experience I: School life; The residential experience II: Interpersonal relationships and personal outcomes; Introduction; School effectiveness; Tackling disaffection in the mainstream school: One school's experience; Conclusion: Schools for individuals; Appendix: A note on the research method; References; Index 330 $aDisaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Effective Schools for Disaffected Students offers insights into how these outcomes might be achieved in both mainstream and segregated settings. The investigation is based on the views of pupils who have been excluded from mainstream schools for pupils with emotional and behavioural difficulties. The author relates the pupils' experiences of the different types of school to research in 606 $aAlienation (Social psychology)$zGreat Britain 606 $aProblem children$xEducation$zUnited States 606 $aMainstreaming in education$zGreat Britain 608 $aElectronic books. 615 0$aAlienation (Social psychology) 615 0$aProblem children$xEducation 615 0$aMainstreaming in education 676 $a371.93 700 $aCooper$b Paul$f1955,$0913080 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451008203321 996 $aEffective schools for disaffected students$92045525 997 $aUNINA LEADER 01237nam 2200385 450 001 996198858203316 005 20230829010433.0 010 $a1-5090-9345-1 035 $a(CKB)1000000000330935 035 $a(WaSeSS)IndRDA00096777 035 $a(WaSeSS)IndRDA00124234 035 $a(EXLCZ)991000000000330935 100 $a20200601d2006 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aICDM Workshops 2006 $eSixth IEEE International Conference on Data Mining - Workshops : 18 December, 2006, Hong Kong, China /$fedited by Shusaku Tsumoto [and six others] ; sponsored by IEEE Computer Society 210 1$aLos Alamitos, California :$cIEEE Computer Society,$d2006. 215 $a1 online resource (656 pages) 300 $aIncludes index. 311 $a0-7695-2792-2 311 $a0-7695-2702-7 606 $aData mining$vCongresses 615 0$aData mining 676 $a006.312 702 $aTsumoto$b Shusaku 712 02$aIEEE Computer Society, 801 0$bWaSeSS 801 1$bWaSeSS 906 $aPROCEEDING 912 $a996198858203316 996 $aICDM Workshops 2006$92422577 997 $aUNISA