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Iconography --- History of civilization --- mythology [literary genre] --- ceramics [object genre]

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Challenging current thinking, this important book is the first to focus on the role of area-based initiatives to tackle the link between education, disadvantage and place. Aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students.

Education and state --- Local government --- Children with social disabilities --- Youth with social disabilities --- Education --- EDUCATION --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Administration. --- Educational Policy & Reform --- General. --- Administration --- Reform. --- Government policy --- At-risk youth (Social sciences) --- Socially handicapped youth --- Youth at risk (Social sciences) --- People with social disabilities --- Youth with disabilities

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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.

Sociology of education --- Teacher education. Teacher's profession --- Educational sciences --- onderwijspolitiek --- onderwijs --- armoede --- onderwijssociologie --- scholen --- lerarenopleiding --- lesgeven

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This report presents the findings from the final year of the three-year evaluation of the national full service extended schools (FSES) initiative. It draws on these and on the work of the previous two years to reach overall conclusions about the initiative. The FSES initiative was launched by the Department for Education and Skills (DfES) in 2003. The original aim was to support the development in every local authority (LA) area of one or more schools which provide a comprehensive range of services, including access to health services, adult learning and community activities as well as study support and 8am to 6pm childcare. Local FSES projects received funding from DfES, and came on stream in each of three successive years. Most FSES served areas of disadvantage and in the first year were located in Behaviour Improvement Programme areas. By the end of the initiative, 138 schools were involved, together with a further 10 funded through the London Challenge. [Publisher summary, ed]