Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2022-10-13 DOI:10.1080/03054985.2022.2124963

Stuart Read, A. Parfitt, M. Macer

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Abstract

ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.

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打破这一链条：利用社会实践理论，询问专业人士使用“学生保险+”来支持被照顾儿童的经验

摘要：在英国，“学生额外津贴”是一项额外的资助，旨在帮助解决被照顾儿童的教育成就差距。本文探讨了虚拟校长和指定教师（n = 140），因为他们可以获得学生高级附加费相关信息、指导和培训，以支持他们的实践；驾驭个人教育计划（PEP）过程的复杂性；并衡量由“学生津贴+”资助的干预措施的影响。我们利用社会实践理论的见解解释了专业人士的经验，并认为通过Pupil Premium Plus支持被照顾儿童的教育成果的过程是由依赖于情境和受众的“社会实践”组成的。当社会实践相一致时，虚拟校长和指定教师可能能够有效地支持被照顾的儿童，而当社会实践脱节时，可能会出现障碍。在本文的最后，我们认为，为了有效地支持被照顾儿童的教育成果，专业人士需要反思自己的文化和实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

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5.20

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0.00%

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期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.