Making a Difference in Families
Making a Difference in Families

Author: Robyn Munford

Publisher: Routledge

Published: 2020-07-16

Total Pages: 173

ISBN-13: 1000256855

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'This 'must read' volume will challenge every researcher to re-examine their assumptions and approach to research with families. Munford and Sanders emphasise the positive contribution research can make through the development of an inclusive research process. Their model extends the principles of the action research method by emphasising the contribution of families at each stage of the research, and dissemination of results through an easily assessable 'range of research products'. The thought-provoking case studies articulate the strengths and realities of applying their model in a wide variety of settings in different countries.' - Angeline Barretta-Herman, Professor of Social Work, University of St Thomas 'This book tackles the hard issues which are becoming of vital importance for all researchers. How our research can make a difference to research participants and our communities, and also satisfy the needs of other players, are some of the difficult questions this book addresses. The book's direct approach, and its inclusion of work from around the globe, make it widely applicable.' - Professor Jan Fook, La Trobe University Doing research with families poses particular challenges in social work and welfare. The families are generally clients of social services, and can be in a vulnerable position. Also, it is important that family research contributes to improving practice in clinical and community work. Making a Difference in Families discusses key approaches to research with families, including action research, focus groups and participant observation. Contributors explore both qualitative and quantitative methods, and examine ways in which researchers can involve participants in the research process. Detailed case studies are provided of research in a variety of settings, and with different kinds of family situations.

Making a Difference in Education
Making a Difference in Education

Author: Robert Cassen

Publisher: Routledge

Published: 2015-04-24

Total Pages: 265

ISBN-13: 1317494687

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What is working in education in the UK - and what isn't? This book offers a highly readable guide to what the latest research says about improving young people's outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain's educational system have been so resistant to change, as well as the success stories that have emerged. Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements. As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.

The Palgrave Handbook of Positive Education
The Palgrave Handbook of Positive Education

Author: Margaret L. Kern

Publisher: Springer Nature

Published: 2021

Total Pages: 788

ISBN-13: 3030645371

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"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .

Making a Difference with Children and Families
Making a Difference with Children and Families

Author: Alison Prowle

Publisher: Bloomsbury Publishing

Published: 2020-06-02

Total Pages: 178

ISBN-13: 1350314137

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This textbook explores the changing children, young people and families (CYPF) landscape and the varied roles within that landscape. It considers the question of what are the essential skills and qualities for working with children and families today. It provides practitioners and students with opportunities to reflect upon what it means to be an effective practitioner, through the exploration of theoretical material and practice case studies from a range of professional disciplines.

The Privileged Poor
The Privileged Poor

Author: Anthony Abraham Jack

Publisher: Harvard University Press

Published: 2019-03-01

Total Pages: 464

ISBN-13: 0674239660

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An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Making Schools Better for Disadvantaged Students
Making Schools Better for Disadvantaged Students

Author: Stephen Gorard

Publisher: Taylor & Francis

Published: 2022-11-25

Total Pages: 220

ISBN-13: 1000782360

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Around the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students. Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to allocate funding to students who are persistently at risk of underachievement. The book is unique in synthesising many forms of evidence from around the world and finding a definition of educational disadvantage that can be used fairly across different contexts. Offering significant implications for ways to improve educational outcomes for disadvantaged students, the book will be essential reading for students of education policy, sociology of education and educational practices, and all researchers, school leaders, and policy-makers working in this area.