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Around the world, schools are being asked to offer new services to students, families and communities in order to overcome the effects of disadvantage. This book critically examines the role of full service and extended schools.

Children with social disabilities --- Community and school --- Community and school. --- Enfants socialement défavorisés --- Relations école-collectivité --- School facilities --- Équipements scolaires --- Education --- Education. --- Éducation --- Extended use --- Extended use. --- Utilisation extensive --- Great Britain.

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This edited book presents the applications, theory and research behind Video Enhanced Reflection on Practice, a professional development tool which enables professionals and trainees to analyse their own practice to make more informed decisions about how to improve their communication, therapeutic or teaching skills in more problematic situations.

Career development. --- Interpersonal relations. --- Video recording.

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This book explores the ways in which communities are responding to today's society as government policies are increasingly promoting privatisation, deregulation and individualisation of responsibilities, providing insights into the efficacy of these approaches through key policy issues including access to food, education and health.

Community and college --- Community development --- Great Britain --- Social policy --- Regional development --- Economic assistance, Domestic --- Social planning --- College and community --- Town and gown --- University and community --- Universities and colleges --- University towns --- Citizen participation --- Government policy --- Civil society --- History --- Economic conditions

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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]