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Table of Contents
Responding to Poverty and Disadvantage in Schools; Acknowledgements; Contents; List of Tables; 1 Introduction; Contemporary Realities in English Schools: How Teachers Should Fix the Problems of Poverty and Schooling; Offering an Alternative: What the Book Sets Out to Do; The Teachers and the Academics; References; 2 Disengagement; Introduction; Vignette 2.1: Re-engaging a Disengaged Class; Part 1: The School Context and the Two Students; Part 2: Helen's Analysis and Reflections on Her Teaching; Response 1: Ruth Lupton (University of Manchester); Response 2: Debra Hayes (University of Sydney)
Response 3: Mairtin Mac an Ghaill (Newman University, Birmingham)Editorial Comment: Carlo Raffo (University of Manchester); Janet Speaks Back; References; 3 Confrontational Behaviour; Introduction; Vignette 3.1: Charlie and the Mobile Phone; Vignette 3.2: Elsa's Story; Vignette 3.3: Frank's Story; Response 1: Terry Wrigley (Northumbria University); What else is missing?; Response 2: Erica Burman (University of Manchester); Editorial Comment: Tamara Bibby (UCL Institute of Education, London); Claire Speaks Back; References; 4 Culture Clashes; Introduction
Vignette 4.1: Neighbourhood Influences and Student IdentitiesVignette 4.2: How Teachers Should Respond to Non-Standard English; Response 1: David Hyatt, Hugh Escott & Kate Pahl (University of Sheffield); Response 2: Jo-Anne Dillabough (University of Cambridge); Editorial Comment: Ruth Lupton (University of Manchester); Anna Speaks Back; References; 5 Language and Communication Difficulties; Introduction; Vignette 5.1: Language Development in the Early Years; Vignette 5.2: English as an Additional Language; Response 1: Heather Price (University of East London); Response
Response 2: Maggie MacLure (Manchester Metropolitan University)Editorial Comment: Tamara Bibby (UCL Institute of Education, London); Diane Speaks Back; Notes; References; 6 Government Policies in Practice; Introduction; Vignette 6.1: Managing the Pupil Premium at Localhero Community School; Vignette 6.2: Perspectives on Educational Disadvantage and the Pupil Premium; Response 1: Becky Francis (King's College, London); Response 2: Pat Thomson (University of Nottingham); Editorial Comment: Carlo Raffo (University of Manchester); Stephen Speaks Back; References
7 Being a Teacher in a Disadvantaged AreaIntroduction; Vignette 7: A teacher's Life; Response 1: Annette Braun (UCL Institute of Education, London); Response 2: Tamara Bibby (UCL Institute of Education, London); Editorial Comment: Ruth Lupton (University of Manchester); Greg Speaks Back; Note; References; 8 Schools and Their Communities; Introduction; Vignette 8.1: 'Open Door' Policies in Primary Schools; Stephen's Report of the Conversation; Paul's Report of the Conversation; Vignette 8.2: 'Pushy' Parents; Vignette 8.3: Working Across Language 'Barriers'
Response 3: Mairtin Mac an Ghaill (Newman University, Birmingham)Editorial Comment: Carlo Raffo (University of Manchester); Janet Speaks Back; References; 3 Confrontational Behaviour; Introduction; Vignette 3.1: Charlie and the Mobile Phone; Vignette 3.2: Elsa's Story; Vignette 3.3: Frank's Story; Response 1: Terry Wrigley (Northumbria University); What else is missing?; Response 2: Erica Burman (University of Manchester); Editorial Comment: Tamara Bibby (UCL Institute of Education, London); Claire Speaks Back; References; 4 Culture Clashes; Introduction
Vignette 4.1: Neighbourhood Influences and Student IdentitiesVignette 4.2: How Teachers Should Respond to Non-Standard English; Response 1: David Hyatt, Hugh Escott & Kate Pahl (University of Sheffield); Response 2: Jo-Anne Dillabough (University of Cambridge); Editorial Comment: Ruth Lupton (University of Manchester); Anna Speaks Back; References; 5 Language and Communication Difficulties; Introduction; Vignette 5.1: Language Development in the Early Years; Vignette 5.2: English as an Additional Language; Response 1: Heather Price (University of East London); Response
Response 2: Maggie MacLure (Manchester Metropolitan University)Editorial Comment: Tamara Bibby (UCL Institute of Education, London); Diane Speaks Back; Notes; References; 6 Government Policies in Practice; Introduction; Vignette 6.1: Managing the Pupil Premium at Localhero Community School; Vignette 6.2: Perspectives on Educational Disadvantage and the Pupil Premium; Response 1: Becky Francis (King's College, London); Response 2: Pat Thomson (University of Nottingham); Editorial Comment: Carlo Raffo (University of Manchester); Stephen Speaks Back; References
7 Being a Teacher in a Disadvantaged AreaIntroduction; Vignette 7: A teacher's Life; Response 1: Annette Braun (UCL Institute of Education, London); Response 2: Tamara Bibby (UCL Institute of Education, London); Editorial Comment: Ruth Lupton (University of Manchester); Greg Speaks Back; Note; References; 8 Schools and Their Communities; Introduction; Vignette 8.1: 'Open Door' Policies in Primary Schools; Stephen's Report of the Conversation; Paul's Report of the Conversation; Vignette 8.2: 'Pushy' Parents; Vignette 8.3: Working Across Language 'Barriers'