Extended schools in England: Emerging rationales.

Autor/inn/en	Dyson, Alan; Jones, Lisa
Titel	Extended schools in England: Emerging rationales.
Quelle	In: International journal for research on extended education, 2 (2014) 1, S. 5-19 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22976
URN	urn:nbn:de:0111-pedocs-229760
Schlagwörter	Fallstudie; Rollenwandel; Schule; Schulsystem; Primarbereich; Sekundarbereich; Ganztagsschule; Gemeindeschule; Benachteiligung; Großbritannien
Abstract	Schools in many countries are beginning to take on extended roles, working with families and communities as well as with students. However, the rationales underpinning such developments are often unclear. This paper reports on case studies of 20 schools developing new roles as part of the national extended services initiative in England. It reports in detail on two of these schools, exploring the rationales for their extended roles elicited in the course of a theory of change- based evaluation. It finds that schools saw no contradiction between their traditional and extended roles because they saw students' academic attainments as shaped by a wide range of personal, family and community factors. It argues that the schools' rationales were coherent, but by no means fully articulated and concludes that dialogue between practitioners, policy makers and researchers is necessary to develop these rationales further. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2