Children's lives, children's futures : a study of children starting secondary school
LA635 .C77 2010
- Unknown LA635 .C77 2010
- Includes bibliographical references (p. -184) and index.
- Introduction-- The aims and structure of the book-- Ch 1 Taking children seriously-- Voice and children's role in constructing their lives-- Ch 2 Changing educational expectations-- Trends in participation-- choice, constraint and social reproduction-- Ch 3 School in children's lives: attitudes and orientations-- What is school like? What is school for?-- Ch 4 Children's voices-- How would children like to change their schools?-- Ch 5 Educational futures-- Intentions and expectations for participation and achievement-- Ch 6 Jobs, families and education-- How do children see their lives working out?-- Ch 7 Premature exits-- Children who plan to get out of education-- Ch 8 Children's Futures-- Theory, evidence and policy-- implications for schools and for Interventions with potentially disengaged children-- References.
- (source: Nielsen Book Data)
- Publisher's Summary
- This title presents a fascinating analysis of how children in their first year of high school feel about their schools, its place in their lives and its role in their futures. This highly topical monograph focuses on how children in their first year of high school feel about school, its place in their lives and its role in their futures. The theoretical context of the study is the focus in educational studies on children's voice and children's active role in education, together with the focus in the sociology of childhood on children as active constructors of their lives and childhood as a subject of serious study. The importance of young people's life plans and the alignment between education and ambitions was recognized in the Sloan Foundation study of American teenagers. In many Western societies there is concern that children from less advantaged social backgrounds have limited aspirations, and are disproportionately unlikely to go to university. This book is highly relevant to understanding the nature of children's engagement with education, the choices and constraints they experience and the reasons some young people fail to take advantage of educational opportunities. "Continuum Studies in Educational Research" (CSER) is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the CSER series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.
(source: Nielsen Book Data)
- Publication date
- Paul Croll, Gaynor Attwood and Carol Fuller.
- Continuum studies in educational research