Fathers and Sons: In and About Education

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The role of fathers in education has escaped scrutiny. They are viewed as marginal, unlike women whose participation in the educational development of children and young people is widely acknowledged and researched. Indeed, an absence of male involvement in the wider processes of schooling has increasingly been blamed for the under-performance of boys. It is claimed that too few models exist of fathers’ positive engagement with formal education.

"Fathers and Sons" explores a range of themes arising from fathers’ engagement with--or alienation from--their children’s schooling. It examines their participation in a variety of school situations, based on their own words. Their accounts offer insights into a hidden world and reveal a complex variety of expectations, alienation, guilt, confusion, and soul-searching. These fathers provide telling information and views that will help schools to construct their "partnership" with parents so that men are empowered to support their own sons.

The chapters feature rich narratives accentuating the real lives of fathers who have experienced various levels of engagement with their sons' schooling. Fathers discuss their involvement in nursery provision, their sometimes tentative relationships with primary schools, their struggles to deal with sons who experience learning difficulties, and their responses to the education system when they are encountering stress in their own lives. Each chapter suggests ways for schools to help support evolving parent-partnership approaches and provides professional development opportunities for teachers.

This book is for school administrators, policymakers, teachers, and teacher trainers. It will also be of interest for gender studies courses.

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About the Author:

Peter Clough is a Chartered Sport and Exercise psychologist and a Chartered Occupational psychologist. He is a senior lecturer at the University of Hull, and his main research interests are in performance in high pressure environments. He is also co-developer, with Keith Earle, of the mental toughness model and of the MTQ48 mental toughness questionnaire. His consultancy experience in the world of work embraces a wide variety of projects with major organizations in the UK and elsewhere, including the design and implementation of Assessment and Development Centres, Work Place Counselling, Employee and Culture Surveys, Leadership development, and Psychometric testing and training. In collaboration with AQR international, he supervises the ongoing development of the world’s first integrated psychometric measure for Leadership Style and Behaviour. His first degree is in Psychology and his Masters degree (awarded by Sheffield University) is in Occupational Psychology. Peter earned his PhD at Aberdeen University.

Review:

"The qualitative narrative accounts from three generations of fathers and sons not only provide a unique insight into expectations and personal beliefs surrounding father and son relationships and education, they also help identify cultural shifts and new expectations regarding fatherhood."

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Book Description Institute of Education Press, United Kingdom, 2008. Paperback. Condition: New. Language: English. Brand new Book. The role of fathers in education has escaped scrutiny. They are viewed as marginal, unlike women whose participation in the educational development of children and young people is widely acknowledged and researched. Indeed, an absence of male involvement in the wider processes of schooling has increasingly been blamed for the under-performance of boys. It is claimed that too few models exist of fathers' positive engagement with formal education."Fathers and Sons" explores a range of themes arising from fathers' engagement with--or alienation from--their children's schooling. It examines their participation in a variety of school situations, based on their own words. Their accounts offer insights into a hidden world and reveal a complex variety of expectations, alienation, guilt, confusion, and soul-searching. These fathers provide telling information and views that will help schools to construct their "partnership" with parents so that men are empowered to support their own sons. The chapters feature rich narratives accentuating the real lives of fathers who have experienced various levels of engagement with their sons' schooling. Fathers discuss their involvement in nursery provision, their sometimes tentative relationships with primary schools, their struggles to deal with sons who experience learning difficulties, and their responses to the education system when they are encountering stress in their own lives. Each chapter suggests ways for schools to help support evolving parent-partnership approaches and provides professional development opportunities for teachers.This book is for school administrators, policymakers, teachers, and teacher trainers. It will also be of interest for gender studies courses. Seller Inventory # AAO9781858563701

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Book Description Institute of Education Press, United Kingdom, 2008. Paperback. Condition: New. Language: English . Brand New Book. The role of fathers in education has escaped scrutiny. They are viewed as marginal, unlike women whose participation in the educational development of children and young people is widely acknowledged and researched. Indeed, an absence of male involvement in the wider processes of schooling has increasingly been blamed for the under-performance of boys. It is claimed that too few models exist of fathers positive engagement with formal education. Fathers and Sons explores a range of themes arising from fathers engagement with--or alienation from--their children s schooling. It examines their participation in a variety of school situations, based on their own words. Their accounts offer insights into a hidden world and reveal a complex variety of expectations, alienation, guilt, confusion, and soul-searching. These fathers provide telling information and views that will help schools to construct their partnership with parents so that men are empowered to support their own sons. The chapters feature rich narratives accentuating the real lives of fathers who have experienced various levels of engagement with their sons schooling. Fathers discuss their involvement in nursery provision, their sometimes tentative relationships with primary schools, their struggles to deal with sons who experience learning difficulties, and their responses to the education system when they are encountering stress in their own lives. Each chapter suggests ways for schools to help support evolving parent-partnership approaches and provides professional development opportunities for teachers. This book is for school administrators, policymakers, teachers, and teacher trainers. It will also be of interest for gender studies courses. Seller Inventory # AAO9781858563701

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Book Description Institute of Education Press, United Kingdom, 2008. Paperback. Condition: New. Language: English. Brand new Book. The role of fathers in education has escaped scrutiny. They are viewed as marginal, unlike women whose participation in the educational development of children and young people is widely acknowledged and researched. Indeed, an absence of male involvement in the wider processes of schooling has increasingly been blamed for the under-performance of boys. It is claimed that too few models exist of fathers' positive engagement with formal education."Fathers and Sons" explores a range of themes arising from fathers' engagement with--or alienation from--their children's schooling. It examines their participation in a variety of school situations, based on their own words. Their accounts offer insights into a hidden world and reveal a complex variety of expectations, alienation, guilt, confusion, and soul-searching. These fathers provide telling information and views that will help schools to construct their "partnership" with parents so that men are empowered to support their own sons. The chapters feature rich narratives accentuating the real lives of fathers who have experienced various levels of engagement with their sons' schooling. Fathers discuss their involvement in nursery provision, their sometimes tentative relationships with primary schools, their struggles to deal with sons who experience learning difficulties, and their responses to the education system when they are encountering stress in their own lives. Each chapter suggests ways for schools to help support evolving parent-partnership approaches and provides professional development opportunities for teachers.This book is for school administrators, policymakers, teachers, and teacher trainers. It will also be of interest for gender studies courses. Seller Inventory # BTE9781858563701

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