Exploring the Impact of Supplementary Schools on Black and Minority Ethnic Pupils’ Mainstream Attainment

Autor/inn/en	Maylor, Uvanney; Rose, Anthea; Minty, Sarah; Ross, Alistair; Issa, Tozun; Kuyok, Kuyok Abol
Titel	Exploring the Impact of Supplementary Schools on Black and Minority Ethnic Pupils’ Mainstream Attainment
Quelle	In: British Educational Research Journal, 39 (2013) 1, S.107-125 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.614689
Schlagwörter	Blacks; Minority Group Students; Special Schools; Access to Education; Academic Achievement; Student Diversity; Foreign Countries; Immigrants; Interviews; Focus Groups; Observation; Special Needs Students; English (Second Language); Achievement Gains; Program Effectiveness; National Curriculum; Social Behavior; Behavior Change; Self Esteem; Identification (Psychology); Achievement Gap; United Kingdom (England) + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Special school; Sonderschule; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Ausland; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Beobachtung; Sonderpädagogischer Förderbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement gain; Leistungssteigerung; Social behaviour; Soziales Verhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10