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ERIC Number: EJ816246
Record Type: Journal
Publication Date: 2007-Mar
Pages: 23
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1366-4530
Managing School Attendance: The Professional Perspective
Reid, Ken
Teacher Development, v11 n1 p21-43 Mar 2007
This paper presents the findings obtained from a detailed questionnaire completed by selected head teachers (n = 129), deputy heads (n = 81), middle managers (n = 178) and form tutors (n = 91) in schools within local education authorities located throughout England and Wales. The questionnaire focused upon the respondents' views on the best ways to manage school attendance. Additionally, semi-structured follow-up interviews were conducted with 30 respondents from each category. The respondents' views are mainly presented in tabular form and the results obtained from the four groups are compared and contrasted. The findings indicate that a clear majority of staff had received "none" or "very little" professional development training on the management of school attendance. Staff considered that the introduction of more alternative/vocational curriculum schemes was the best single solution to improve pupils' attendance. Parents condoning their children's absence and taking them out of school for holidays during term time were the two most serious issues in the management of school attendance which presently face all grades of teaching staff. Respondents varied in their opinions of which member of staff was in the best position to help absentees and truants to reintegrate back into school successfully. Findings are considered in the context of recent work and the need for further research. (Contains 11 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)