There is greater pressure for schools to meet certain levels of pupil achievement now more than ever before. Teachers and policy makers are looking for ways to ensure pupils are not underachieving, and to do this must have some understanding of the causes of underachievement.
This timely book examines different levels of achievement of pupil groups and the reasons behind them. The authors highlight ways in which schools and policy makers might improve achievement through changes in policy and practice. Some of the topics considered are:
* What is underachievement?
* Social background and achievement
* School structures and achievement
* Schools raising attainment
Underachievement in Schools will be a valuable resource for anyone involved with school policy as well as teachers and those training to teach.

Published in 1994, Mother's Intuition? examines the process of choosing secondary schools in two inner London boroughs. The research is based upon detailed interviews with parents as well as questionnaires filled in by pupils themselves. The authors address several important dimensions in the choosing process which had not been investigated by previous research. The book particularly focusses on the main question arising from the interviews; who does the choosing - mother, father or the child? Other areas discussed are the changing nature of families and the role different members in lone parent families play, as well as the different decisions made between families with girls and boys, and those from different racial and ethnic groups.

Published in 1994, Mother's Intuition? examines the process of choosing secondary schools in two inner London boroughs. The research is based upon detailed interviews with parents as well as questionnaires filled in by pupils themselves. The authors address several important dimensions in the choosing process which had not been investigated by previous research. The book particularly focusses on the main question arising from the interviews; who does the choosing - mother, father or the child? Other areas discussed are the changing nature of families and the role different members in lone parent families play, as well as the different decisions made between families with girls and boys, and those from different racial and ethnic groups.

The Fazbear Frights series continues with three more bone-chilling, novella-length tales to keep even the bravest Five Nights at Freddy's player up at night... After years of being kicked around, Greg, Alec and Oscar are ready to take control of their lives. Greg decides to put the controversial science he's been studying to the test. Alec launches a master plot to expose his golden sister for the spoiled brat he knows she is. And Oscar, ever the miniature grown-up his mom needs him to be, decides to take something he wants ... even though he knows it's wrong. But as these three will learn, control is a fragile thing in the sinister world of Five Nights at Freddy's. In this second volume, horror master Scott Cawthon spins three sinister novella-length stories from different corners of his series' canon. Each story comes complete with accompanying artwork from fan-favourite game artist LadyFiszi, who brings the horror to life in startling new ways. Readers beware: this collection of terrifying tales is enough to unsettle even the most hardened Five Nights at Freddy's fans.

The first four Five Nights at Freddy's: Fazbear Frights short story collections all in one box set! These four short story collections - straight from the mind of Five Night's at Freddy's creator Scott Cawthon - are full of original, spine-tingling tales sure to have even the bravest readers shivering with fear. Into the Pit: Oswald wishes his summer wasn't so boring, Sarah wishes to be beautiful, and Millie wishes she could just disappear from the face of the earth. But in the twisted world of Five Nights at Freddy's, their hearts' deepest desires have an unexpected cost. Fetch: Greg decides to put the controversial science he's been studying to the test. Alec launches a master plot to expose his golden sister for the spoiled brat he knows she is. And Oscar, ever the miniature grown-up his mom needs him to be, decides to take something he wants ... even though he knows it's wrong. But as these three will learn, control is a fragile thing in the sinister world of Five Nights at Freddy's. 1:35AM: Delilah escapes deeper into her dreams each night, in desperate need of a wake-up call. Stanley is newly dumped, stuck in a dead-end job for a mysterious employer, and unable to connect with anyone. And Devon, abandoned by his dad and ignored by his mom, can't understand why love and friendship come so easily to everyone except him. Unfortunately, in the callous world of Five Nights at Freddy's, it's always in the depths of loneliness that evil creeps in. Step Closer: Isolation can open up a void. Pete lashes out at his younger brother in the wake of his parents' divorce, falling prey to a gruesome curse. Kasey struggles with the lengths she'll go to survive on the streets after stealing a pair of unusual novelty glasses. Samantha and her sister, Susie, struggle to exist side by side, desperate to connect after a horrific tragedy. But in the grim world of Five Nights at Freddy's, empty feelings often attract hungry monsters...

Drawing an unfavourable contrast between the position of students and graduates with that of their baby boomer parents has become a staple for media comment. Indeed, student indebtedness and difficulties in finding graduate jobs and housing typically contrasts markedly with their parents' experiences. Broadening the investigation, 'Helicopter Parenting' and 'Boomerang Children' depicts how students and graduates are now likely to be close to their parents, receive considerable financial and emotional support from them and, upon graduation, return home. Using qualitative data from two interview studies of middle-class families, this title explores the impact of these changes on young people's transition to independence and adulthood and on intergenerational and intragenerational equality. This enlightening monograph will appeal to undergraduate and postgraduate students interested in fields such as Social Policy, Family Sociology and Education.

Published in 1983. One response to the recent concern about pupil discipline in schools has been the creation of support centres: off-site special units to which disruptive pupils are sent for varying periods of time for education and supervision. The Inner London Education Authority had a substantial network of such centres. Yet the concept of these units has aroused some criticism: they have been labelled as 'sin-bins' and as dumping grounds for adolescents. This book is based on major research conducted by the ILEA over a number of years and provides the only substantial evaluation of support centres. Data are presented on pupil characteristics and attainment, on how the centres operate and on the views of the staff in centres and in referring schools. It concludes with an evaluation of support centres, highlighting a range of innovative approaches to the management of disruptive behaviour. The authors warn of the dangers of developing a separate system for disruptive pupils, but conclude that some form of alternative provision is needed for the foreseeable future.

Published in 1983. One response to the recent concern about pupil discipline in schools has been the creation of support centres: off-site special units to which disruptive pupils are sent for varying periods of time for education and supervision. The Inner London Education Authority had a substantial network of such centres. Yet the concept of these units has aroused some criticism: they have been labelled as 'sin-bins' and as dumping grounds for adolescents. This book is based on major research conducted by the ILEA over a number of years and provides the only substantial evaluation of support centres. Data are presented on pupil characteristics and attainment, on how the centres operate and on the views of the staff in centres and in referring schools. It concludes with an evaluation of support centres, highlighting a range of innovative approaches to the management of disruptive behaviour. The authors warn of the dangers of developing a separate system for disruptive pupils, but conclude that some form of alternative provision is needed for the foreseeable future.

Drawing an unfavourable contrast between the position of students and graduates with that of their baby boomer parents has become a staple for media comment. Indeed, student indebtedness and difficulties in finding graduate jobs and housing typically contrasts markedly with their parents' experiences. Broadening the investigation, 'Helicopter Parenting' and 'Boomerang Children' depicts how students and graduates are now likely to be close to their parents, receive considerable financial and emotional support from them and, upon graduation, return home. Using qualitative data from two interview studies of middle-class families, this title explores the impact of these changes on young people's transition to independence and adulthood and on intergenerational and intragenerational equality. This enlightening monograph will appeal to undergraduate and postgraduate students interested in fields such as Social Policy, Family Sociology and Education.

There is greater pressure for schools to meet certain levels of pupil achievement now more than ever before. Teachers and policy makers are looking for ways to ensure pupils are not underachieving, and to do this must have some understanding of the causes of underachievement.
This timely book examines different levels of achievement of pupil groups and the reasons behind them. The authors highlight ways in which schools and policy makers might improve achievement through changes in policy and practice. Some of the topics considered are:
* What is underachievement?
* Social background and achievement
* School structures and achievement
* Schools raising attainment
Underachievement in Schools will be a valuable resource for anyone involved with school policy as well as teachers and those training to teach.