Hard to Reach and Hard to Teach: Supporting the Self-Regulation of Learning in an Alternative Provision Secondary School

Autor/inn/en	Putwain, David W.; Nicholson, Laura J.; Edwards, Jenna L.
Titel	Hard to Reach and Hard to Teach: Supporting the Self-Regulation of Learning in an Alternative Provision Secondary School
Quelle	In: Educational Studies, 42 (2016) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2015.1108839
Schlagwörter	Self Control; Secondary School Students; Semi Structured Interviews; Observation; Prompting; Feedback (Response); Scaffolding (Teaching Technique); Teaching Methods; Labor Market; Nontraditional Students; Nontraditional Education; Employment Potential; Learner Engagement; Student Attitudes; Self Management; Metacognition; Outcomes of Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Sekundarschüler; Beobachtung; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Labour market; Arbeitsmarkt; Non-traditional education; Alternative Erziehung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernleistung; Schulerfolg; Ausland; Großbritannien
Abstract	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 semi-structured 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 re-engage with their learning and make progress towards important qualifications required for entry to the labour market and post-compulsory education and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01