Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling

Liz Todd · Alan Dyson

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Youth Development and Social Support Parental Involvement in Education Educational Practices and Policies

Abstract

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.

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References

2002The International Handbook of School Effectiveness Research 2001The International Handbook of School Effectiveness Research 2014Radical possibilities: public policy, urban education, and a new social movement 2005Class and schools: using social, economic, and educational reform to close the black-white achievement gap 2001On the Nature of Neighbourhood 2002Does education matter? : myths about education and economic growth 2004High Stakes Education 2006Radical Possibilities: Public Policy, Urban Education, and a New Social Movement

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