Report of an evaluation of the Re-Ach Project, a two-year pilot programme whose purpose was, through challenging workshops and performance coaching, to "raise aspiration, engagement and achievement among young people who are least likely to succeed and achieve and most likely to indulge in behaviour which is not productive for them".
This guide for practice booklet is based on the key findings of the national research of Scottish Government-funded pilot projects in 18 Scottish local authorities carried out by the University of Strathclyde between 2006 and 2008.
This report presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters (ECM) areas for vulnerable groups. The aims and focus of the review was to look at the empirically-based research on narrowing the gaps in outcomes that had been carried out in the UK since 2002; identify the vulnerable groups covered in the research; identify which ECM outcome areas in which the gaps are being narrowed; to identify how gaps are being narrowed; and to identify gaps in the research or evidence base.
Trusted assessors are support workers who have the skills to provide older and disabled people with equipment to help them to maintain their independence. This document aims to inform professional development and training activity relating to equipment provision. It is divided into four parts.
This report from the Social Justice Policy Group, chaired by Iain Duncan Smith, identifies five 'pathways' to poverty and makes proposals for tackling them. These pathways are: educational failure, family breakdown, economic dependence, indebtedness and addictions. A sixth section considers how the third sector might be better supported to help people escape poverty.
This publication covers the review of published material which formed a part of the larger research undertaken by the University of Birmingham. The purpose of this research was to: review published material to determine the range of characteristics and definitions of challenging behaviour used by academic researchers and practitioners; survey a range of educational practitioners about their understanding of behaviour that presents challenges to settings, schools and colleges.
This resource offers online writing, research, as well as Modern Language Association (MLA) and American Psychological Association (APA) style help. The site contains guidance on different forms of writing, including academic and scientific styles, research and citation, grammar, English as a second language (ESL) and literary analysis and criticism.
This resource has been prepared to provide support and guidance for personal study and to help you through the dissertation process. It deals with some of the common questions, concerns and practical issues that undergraduate students come across when completing their social science-based dissertation or final year project. The resource also provides some useful information for academic staff who are supervising undergraduate dissertations.
The role of the designated manager for looked after children and young people in schools was established following the publication of the Learning With Care report in 2001. Having a designated manager in educational establishments and developing a reciprocal role in residential child care establishments is central to improving educational outcomes. This Scottish Government guidance is aimed at assisting designated managers in discharging their responsibilities to looked after children, young people and care leavers.
Report arguing that tackling the issue of educational disengagement successfully involves children's services needing to become more holistic and operating on the principles of early intervention and prevention.