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Beyond the School Gates - Alan Dyson, Liz Todd, Colleen Cummings - Häftad () | Bokus

Donor recognition events. Myths of social mobility and schooling. That schools by themselves can provide equal opportunities for all That disadvantaged children and parents have low aspirations, and That everyone benefits from attainment grouping within schools and selection between schools.

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  • Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage?.
  • Cummings, Dyson & Todd, | bredeschool.

Key information. Our subsequent research played a key role in a change to this aim, refocusing the role of schools towards the whole community.

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Two early DfES-funded extended school projects the demonstration project, , and the pathfinder project, showed how schools were starting to re-focus their role 2. There was evidence that involvement in extended activities could have a positive impact on the cultures of schools and their communities and that it was compatible with raising students' attainment. The three-year DfES-funded National Evaluation of Full-service Extended Schools developed the innovative mixed methods approach to theory of change methodology 5.

This was the first research to generate such results in this manner. The theory of change methodology provided a way to evaluate the complex effects of a multi-strand initiative and enabled the impacts to be demonstrated 5. The Extended Services Subsidy Pathfinder Evaluation, found a range of effective responses of schools to make extra-curricular opportunities available to disadvantaged young people.

Finally, our evaluation of the pupil premium has found that many schools continue to fund activities that reflect a broad focus on the wellbeing of students and families. This focus was part of the goal of schools to reduce the impact of economic disadvantage on pupils and existed despite the lack of government policy recommending extended services. The overall contribution of the research is that we have demonstrated the effects of extended school provisions on children and families, and clarified the facilitating and inhibiting factors in developing extended schools such as achieving, rather than raising aspirations.

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Beyond the school gates: can full service and extended schools overcome disadvantage?

We found that strategic partnerships were central to key aspects of extended schools, in particular multi-agency working, involving parents and collaborating with young people. Our findings have focused attention on rethinking the role of the school in relation to disadvantage. Additionally, we developed an appropriate and innovative partnership-based evaluation methodology using a form of theory of change approach. The work of Todd, Dyson, Cummings and Laing has been truly one of the co-production of ideas and methods.

Professor Todd has been PI on all projects since and funding on joint projects has been shared equally between Newcastle and Manchester.

Authorship is always in alphabetical order, reflecting co-production, and separate contributions since can be identified to the Newcastle team. Professor Todd has made a particular contribution to an understanding of partnerships in extended schools, those of parent partnership, multi-agency working and child participation 1, 3. British Journal of Sociology of Education , 19, 2, How education and other professionals understand community-oriented schooling.

Through the School Gates: How Schoolbox Supports Student Wellbeing

Children and Society , 21, A critical approach to collaborative working. London: Routledge. ISBN Available from HEI on request. Your web browser either does not support Javascript, or scripts are being blocked.

Beyond the School Gates : Can Full Service and Extended Schools Overcome Disadvantage?

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