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Author: Martin Mills Publisher: Routledge ISBN: 1134739508 Category : Education Languages : en Pages : 179
Book Description
Many young people failed by the school system are those who face a range of social and economic challenges due to multiple forms of injustice. This book provides an insight into the educational practices that work to re-engage young people who have become disenchanted with traditional schooling. It examines the lives of students and workers who participate in education sites on the fringes of mainstream education, and includes a rich tapestry of personal experiences from those who have been failed by their schooling experiences. The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system. Included in the book: contexts of contemporary schooling who chooses flexible learning centres and why democratic schools: students and teachers working together teaching in ‘the margins’ case studies: ‘oppositional alternatives’. All young people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
Author: Martin Mills Publisher: Routledge ISBN: 1134739508 Category : Education Languages : en Pages : 179
Book Description
Many young people failed by the school system are those who face a range of social and economic challenges due to multiple forms of injustice. This book provides an insight into the educational practices that work to re-engage young people who have become disenchanted with traditional schooling. It examines the lives of students and workers who participate in education sites on the fringes of mainstream education, and includes a rich tapestry of personal experiences from those who have been failed by their schooling experiences. The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system. Included in the book: contexts of contemporary schooling who chooses flexible learning centres and why democratic schools: students and teachers working together teaching in ‘the margins’ case studies: ‘oppositional alternatives’. All young people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
Author: Simon Edwards Publisher: Springer ISBN: 331998201X Category : Education Languages : en Pages : 316
Book Description
This book examines how young people can be re-engaged with schooling and their own learning beyond the school gates. Despite attempts by successive UK governments to promote engagement with education, there has been a substantial increase in formal and informal exclusions from secondary schools, particularly of underperforming students who come from low income families. The book builds on an ethnographic study carried out in a youth centre based on a secondary school site, exploring the social and cultural worlds of fourteen students as they complete a GCSE teamwork assessment. Analysing the ‘translation’ process of the students as they relocate their understanding of teamwork into the language of assessment, the author posits that student identity is a holistic individual project, where knowledge is produced within the conditions for the production of the self-narrative. This volume calls to educators to recognise the importance of relational pedagogy rooted in social practices, rather than individual cognitive performance. It is sure to be of value and interest to students and scholars of exclusion in education and relational pedagogy, as well as practitioners and policy makers.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309490111 Category : Social Science Languages : en Pages : 493
Book Description
Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Author: Jeanne Allen Publisher: Springer ISBN: 3030058379 Category : Education Languages : en Pages : 224
Book Description
Student engagement is fundamental to learning, yet it also constitutes a major and long-standing challenge to educators around the world. This book provides an evidence-based theorisation of features associated with schooling engagement, along with targeted strategies that underpin a continuum of pedagogical, curricular and social support during the years of young adolescent schooling. Anchored by the Young Adolescent Engagement in Learning Model, a multi-layered model which incorporates a continuum of behavioural, emotional and cognitive dimensions of engagement, the authors provide a framework to help support the engagement of young adolescents. Seamlessly integrating theory and practice, this book explores the importance of avoiding educational disengagement, particularly from those who are most vulnerable due to a range of personal factors. This volume will be of interest and value to students and scholars of educational young adolescent engagement and retention, as well as those working with young people.
Author: Great Britain: Parliament: House of Commons: Education Committee Publisher: The Stationery Office ISBN: 9780215560728 Category : Education Languages : en Pages : 124
Book Description
The Education Committee accepts that changes to student support needed to be made, but says that the delay in deciding on allocations and the guiding principles for distribution should not have been allowed to happen. The report states that the Government should have done more to acknowledge the Educational Maintenance Allowance's (EMA) combined impact on participation, attainment and retention, before it decided how to restructure financial support. The bursary scheme which is to replace the EMA will inevitably lead to inconsistencies which could distort young people's choices of where to study. It is not persuaded that bursaries administered by schools and colleges will necessarily be fairer or more discriminating than a slimmed-down, more targeted entitlement such as the EMA. The report also highlights the difficulty of transferring data between schools and colleges and encourages the Department for Education to do more to ensure that information about pupils' needs can move easily between educational institutions. The Committee supports the Government's focus on Apprenticeships but urges it to protect quality at the same time as increasing numbers participating. It also urges the Department for Education to fund the National Careers Service to provide face-to-face careers advice for young people
Author: James Youniss Publisher: ISBN: Category : Education Languages : en Pages : 308
Book Description
The myth of generations of disengaged youth has been shattered by increases in youth turnout in the 2004, 2006, and 2008 primaries. Young Americans are responsive to effective outreach efforts, and this collection addresses how to best provide opportunities for enhancing civic learning and forming lasting civic identities. The thirteen original essays are based on research in schools and in settings beyond the schoolyard where civic life is experienced. One focus is on programs for those schools in poor communities that tend to overlook civic education. Another chapter reports on how two city governments--Hampton, Virginia, and San Francisco--have invited youth to participate on boards and in agencies. A cluster of chapters focuses on the civic education programs in Canada and Western Europe, where, as in the United States, immigration and income inequality raise challenges to civic life.
Author: Great Britain. Parliament. House of Commons. Children, Schools and Families Committee Publisher: The Stationery Office ISBN: 9780215553836 Category : Political Science Languages : en Pages : 152
Book Description
Young people not in education, employment or Training : Eighth report of session 2009-10, Vol. 2: Oral and written Evidence
Author: OECD Publisher: OECD Publishing ISBN: 9264085149 Category : Languages : en Pages : 166
Book Description
The first years of life lay the foundations for a child’s future development and learning. Reflecting on the important role of early childhood education and care (ECEC) services in providing all children with the skills they need to be successful in school, many countries have increased their ...
Author: Mary-Frances Winters Publisher: Berrett-Koehler Publishers ISBN: 1523088818 Category : Business & Economics Languages : en Pages : 215
Book Description
"What is impressive is not only how Winters builds a case for the urgency and need for bold, inclusive conversations but that she also gives specific strategies and competencies to turn her theory into practice.” —Dr. Sheila Robinson, publisher and CEO, Diversity Woman Media Effective dialogue across different dimensions of diversity, such as race, gender, age, religion, or sexual orientation, fosters a sense of belonging and inclusion, which in turn leads to greater productivity, performance, and innovation. Whether in the workplace, faith communities, or educational settings, our differences can tear us apart rather than bring us together if we do not know how to communicate. Recognizing our collective responsibility to earnestly address our differences and increase understanding and empathy will not only enhance organizational goals but will also lead to a healthier, kinder, and more compassionate world. Award-winning diversity, equity, and inclusion consultant Mary-Frances Winters has been leading workshops on what she calls Bold, Inclusive Conversations for years. In this book she offers specific dialogue strategies to foster greater understanding on the following topics: • Recognizing the importance of creating equity and sharing power • Dealing with the "fragility" of dominant groups--their discomfort in engaging with historically subordinated groups • Addressing the exhaustion historically marginalized groups feel from constantly explaining their different lived experience • Exploring how to build trust and create psychologically safe spaces for dialogue This guide is comprehensive for anyone who wants to break down the barriers that separate us and facilitate discussions on potentially polarizing topics.
Author: Great Britain: Parliament: House of Commons: Education Committee Publisher: The Stationery Office ISBN: 9780215560186 Category : Political Science Languages : en Pages : 220
Book Description
Additional written evidence is contained in volume 3, available on the Committee website at www.parliament.uk/education-committee
Author: Martin Mills
Author: Martin Mills
Author: Simon Edwards
Author: National Academies of Sciences, Engineering, and Medicine
Author: Jeanne Allen
Author: Great Britain: Parliament: House of Commons: Education Committee
Author: James Youniss
Author: Great Britain. Parliament. House of Commons. Children, Schools and Families Committee
Author: OECD
Author: Mary-Frances Winters
Author: Great Britain: Parliament: House of Commons: Education Committee