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Clifton, Grace
(2004).
DOI: https://doi.org/10.1080/01411920410001689733
Abstract
Teaching and working with children from a military background may not be something everyone has experienced. However, research (Dobson & Hethorne,1999; Green & Canny, 2003) suggests that understanding the experiences of these children will provide educationalists with an understanding of other mobile groups which they may well have had an experience of working with. The issue of the impact of transition on education has a long history of debate within British educational research (for an overview, see Galton et al., 2000), with researchers focusing on the experience of transfer from the child’s perspective (Measor &Woods, 1984) to the effect of transition on attainment (Strand, 2000.) What is clear is that mobility can impact on a child’s experience of education and an educational institution’s ability to work effectively. In this thematic review, I will look at three publications, from a North American perspective, where research has focused specifically on the impact of a military lifestyle. It is sad to note that there has been no significant literature written in the UK on this issue, where the Ministry of Defence (in spite of the growing realization that welfare and family support is needed in order to retain experienced personnel (MOD, 2000]) has not funded any research into Service children’s educational experiences. In part 1 of Book 1 (Ender) the focus is on military families, whilst part 2 looks at other organization families. Keller and Decoteau (Book 3) provide information to interested parties (particularly teachers) on the issues surrounding military children’s education whilst Martin et al. in Book 2 focus on the many aspects of military family life.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
