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Responding to poverty and disadvanta...

Bibby, Tamara.

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Responding to poverty and disadvantage in schools = a reader for teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Responding to poverty and disadvantage in schools/ by Tamara Bibby, Ruth Lupton, Carlo Raffo.
Reminder of title:	a reader for teachers /
Author:	Bibby, Tamara.
other author:	Lupton, Ruth.
Published:	London :Palgrave Macmillan UK : : 2017.,
Description:	xi, 218 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 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.
Contained By:	Springer eBooks
Subject:	Schools and Schooling. -
Online resource:	http://dx.doi.org/10.1057/978-1-137-52156-9
ISBN:	9781137521569

Responding to poverty and disadvantage in schools = a reader for teachers /
Bibby, Tamara.

Responding to poverty and disadvantage in schoolsa reader for teachers /[electronic resource] :by Tamara Bibby, Ruth Lupton, Carlo Raffo. - London :Palgrave Macmillan UK :2017. - xi, 218 p. :ill., digital ;24 cm.

Chapter 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.

This 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.

ISBN: 9781137521569

Standard No.: 10.1057/978-1-137-52156-9doiSubjects--Topical Terms:

3220489
Schools and Schooling.

LC Class. No.: LC4065 / .B53 2017

Dewey Class. No.: 371.826942

Responding to poverty and disadvantage in schools = a reader for teachers /
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245 1 0 $a Responding to poverty and disadvantage in schools $h [electronic resource] : $b a reader for teachers / $c by Tamara Bibby, Ruth Lupton, Carlo Raffo.
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505 0 $a Chapter 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.
520 $a This 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.
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