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Extended schools in England : emerging rationales

Dyson, Alan; Jones, Lisa

Authors

Alan Dyson



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.

Journal Article Type Article
Publication Date Jul 21, 2014
Journal International journal for research on extended education
Electronic ISSN 2196-7423
Peer Reviewed Peer Reviewed
Volume 2
Issue 1
Pages 5-19
APA6 Citation Dyson, A., & Jones, L. (2014). Extended schools in England : emerging rationales. International journal for research on extended education IJREE, 2(1), 5-19 . https://doi.org/10.3224/ijree.v2i1.19531
DOI https://doi.org/10.3224/ijree.v2i1.19531
Keywords Extended education, Community schools, Extended schools, Disadvantage
Publisher URL http://budrich-journals.de/index.php/IJREE/article/view/19531
Additional Information Unable to ascertain affiliations of authors at point of publication. This is a copy of an open access article published in International journal for research on extended education, 2014, v.2 issue 1.

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© 2014 The Author(s). Evolution © 2014 The Society for the Study of Evolution.



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