Suchergebnisse

A new generation of area-based initiatives: area-based initiatives as locally developed ecological interventions7. Developing understandings of place as a basis for intervention; Using disciplinary lenses; Generating an ecological analysis: lessons from practice; 8. Evaluation and monitoring; The challenges of evaluation; Realist evaluation; Theory of change evaluations; Some principles for evaluating new-generation area-based initiatives; Evaluation in action; Principles for monitoring; 9. Governance and accountability; Learning from previous partnership approaches; The current situation.

Dieser Artikel befasst sich mit den Entwicklungsbedingungen von inklusiven Schulen und macht deutschsprachige Leser/innen mit den Ergebnissen einiger englischer Untersuchungen bekannt. Bei der ersten handelt es sich um einen systematischen Überblick über englischsprachige Forschungsliteratur zum Thema "inklusive Schulen". Die zweite umfasst eine Reihe von Fallstudien über Schulen, die einen relativ hohen Anteil von Schüler/inne/n "mit besonderem Förderbedarf " unterrichten. Die dritte Studie befasst sich mit Lehrerteams, die die Bedingungen an ihren Schulen erforscht und gemeinsam daran gearbeitet haben, ihre Schulen inklusiver zu machen. Wenn man die Ergebnisse dieser Studien zusammenfasst, kommt man zu dem Ergebnis, dass es zwei Möglichkeiten gibt, wie inklusive Schulen sich entwickeln können. Die erste setzt für die Entstehung inklusiver Schulen außergewöhnliche Umstände und ein außergewöhnliches pädagogisches Engagement voraus. Die zweite geht davon aus, dass inklusive Schulen gewöhnlichen Schulen eigentlich recht ähnlich sind und sich ganz undramatisch aus Reflexionsprozessen der Lehrerschaft und mit Hilfe einer unterstützenden Schulverwaltung entwickeln. Der Autor vertritt die Auffassung, dass das letztere Modell vor allem dann für die Entwicklung inklusiver Schulen gut geeignet ist, wenn es von einer Bildungspolitik getragen wird, der an einer zunehmenden Inklusivität des gesamten Schulwesens gelegen ist. (DIPF/Orig.)

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

The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to outline two such understandings. It suggests that they rest on different assumptions about fundamental social and educational issues and argues for a more open debate around these issues. Copyright © 2006 The Author(s). Journal compilation © National Children's Bureau.

This article discusses the inter‐professional collaborative experiences of professionals working with children and their families in two areas of high social need. The findings suggest that, although the way that professionals conceptualise their practice may hinder attempts to collaborate effectively, a complex interplay of several factors is involved. A typology of the various collaborations reported is then constructed. Finally, integrating this work with the findings of other studies, an explanatory model is developed. These have particular relevance given the current rhetoric of 'joined‐up government'. The project was funded by the Economic and Social Research Council (Ref. R000221542). Copyright © 2000 John Wiley & Sons, Ltd.

Social Policy Review provides students, academics and all those interested in welfare issues with detailed analyses of progress and change in areas of major interest during the past year. Bringing together a selection of commissioned papers, the Review is organised in three parts. First, it concentrates on the main policy developments during 2005 in relation to five key areas of welfare provision, both in the UK and internationally. The second part, this year concentrating on the theme of health and well-being, draws on current research to explore key policy issues and challenges. The final section explores employment and later life - an often neglected area of social policy, yet one that will increasingly dominate the contemporary news agenda and that has long term implications for social policy