A Literature Review Of Research Quality And Effective Practices In Alternative Education Settings

Flower, Andrea; McDaniel, Sara C.; Jolivette, Kristine

doi:10.1353/etc.2011.0038

Cited by 59 publications

(51 citation statements)

References 48 publications

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“…The personal and societal price for disrupted and problematic educational pathways is substantial. DfE (2013) policy guidance indicates that alternative provision should be matched to the specific personal, social and academic needs of the pupils; a point reflected and supported in the research literature (e.g., Bryson, 2010;Flower et al, 2011;Pirrie et al, 2011). …”

Section: Alternative Provisionmentioning

confidence: 99%

“…The academic attainment of AP schools should be on par with mainstream schools and there should be clearly defined pathways into further education, training or employment. These are laudable aspirations for AP and a variety of expertise is available to draw on to facilitate such aims (e.g., Flower et al, 2011;Resechly & Christenson, 2012). However, as noted by Pirrie et al (2011) expectations must be set against disrupted educational pathways of pupils.…”

Section: Alternative Provisionmentioning

confidence: 99%

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Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school

Putwain

Nicholson

Edwards

2015

Educational Studies

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Since 2010 new types of state-funded schools have opened in England with a focus on providing alternative education provision. Very little is known about these schools, partly due to their novelty, and how they are attempting to re-engage those students who for various, and often complex, reasons have become disconnected from education. We scrutinised the approach used at one such school to examine what instructional practices were used, how they were adapted to the needs of the students and what factors enabled and obstructed (re)engagement. Data were collected over a month long fieldwork visit and included semistructured interviews with staff and students and semi-structured classroom observations. Instructional approaches were used that supported the learning of students who were not experienced in, or had difficulty with, regulating their learning. These included breaking down tasks, providing lots of on-task prompts, encouragement, using frequent feedback and scaffolding, and offering quick support to students. This approach allowed students to reengage with their learning and make progress towards important qualifications required for entry to the labour market and post-compulsory education and training.

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Section: Alternative Provisionmentioning

confidence: 99%

Section: Alternative Provisionmentioning

confidence: 99%

Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school

Putwain

Nicholson

Edwards

2015

Educational Studies

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“…Professional school counselors have the skills and knowledge base to assist students at risk for academic failure in the school system, particularly to address the social and emotional needs of these youth (Lemberger & Hutchison, 2014). students labeled at risk for academic failure are often vulnerable to a variety of social and emotional concerns, such as low socioeconomic status, family difficulties, and physical and emotional trauma (Flower, mcDaniel, & Jolivette, 2011). moreover, an estimated 20% of youth meet the criteria for a psychiatric disorder, with less than a quarter of these youth actually receiving treatment for their distress and likely fewer receiving services in schools (Tolan & Dodge, 2005).…”

mentioning

confidence: 99%

Hearing the Voices of Youth at Risk for Academic Failure: What Professional School Counselors Need to Know

Slaten

Elison

Hughes

et al. 2015

J Humanistic Counseling

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“…The gap in data was even wider, given that there was also a paucity of research demonstrating efficacy of interventions in alternative (not in the public school) settings (Flower, McDaniel, & Jolivette, 2011;Kleiner, Porch, & Farris, 2002). Currently, there are only a few public-school programs designed to support the needs of adolescents transitioning back to school from treatment.…”

Section: Justification For the Research Problemmentioning

confidence: 99%

“…Whether schools' leadership should be responsible for teen's mental health, they do have a responsibility to work toward success in school by accordingly supporting students during this transition is the school's purview. While public schools' leadership maintain their primary responsibility is academic in nature, the emotional and social support of the child should also be central (Flower et al, 2011;Noddings, 2005). Students returning to high school face significant challenges, so school staff members need to consider ways to best support this population.…”

Section: Study Contextualization: Why Mental Health In Schools?mentioning

confidence: 99%

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

Simone¹

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The purpose of this qualitative study was to explore the experience students have reentering high school following psychiatric hospitalization, and within programming designed to assist with this transition. To accomplish this goal, two research questions were formulated to guide this study:What is the experience of re-entering high school, for adolescents, after a psychiatric hospitalization? and How does the transition programming work with students reentering the high school after hospitalization, considering the bridge for resilient youth in transition model milieu program as a Community of Practice? Participants were chosen from suburban high schools that offer the bridge for resilient youth in transition model programming. Data were collected from eight participants through a series of semi-structured, in-depth interviews. Data were analyzed using general inductive analysis, and was coded using multiple strategies, including open and axial coding. Three conclusions derived from the findings of this research.First, reentering high school after psychiatric hospitalization is an experience that produces academic and social stressors for students as they continue to manage symptoms. Second, BRYT reentry programming helps to support academic recovery, and mental health recovery, through relationship development and connectedness at school. Finally, BRYT reentry programs exist as Communities of Practice, where students' identities and their shared endeavor of reentry after psychiatric hospitalization are improved via meaningful engagement in the milieu.

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A Literature Review Of Research Quality And Effective Practices In Alternative Education Settings

Cited by 59 publications

References 48 publications

Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school

Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school

Hearing the Voices of Youth at Risk for Academic Failure: What Professional School Counselors Need to Know

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

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