Literaturnachweis - Detailanzeige
| Autor/in | Malcolm, Andrew |
|---|---|
| Titel | Turning Points in a Qualitatively Different Social Space: Young Adults' Reflections of Alternative Provision |
| Quelle | In: Emotional & Behavioural Difficulties, 24 (2019) 1, S.84-99 (16 Seiten)
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| Zusatzinformation | ORCID (Malcolm, Andrew) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2752 |
| DOI | 10.1080/13632752.2019.1582746 |
| Schlagwörter | Nontraditional Education; Outcomes of Education; Foreign Countries; At Risk Students; Program Effectiveness; Educational Environment; Secondary School Students; Foster Care; Interpersonal Relationship; Student Experience; Behavior Problems; United Kingdom (England) |
| Abstract | There is a wealth of evidence suggesting that after being marginalised and excluded from school young people who attend Alternative Provision settings report positive relationships and experiences of learning. There is however very little research which explores the longer term outcomes of attending this sort of provision. Retrospective life history interviews were undertaken with 18 young adults in their early to mid-20s who had attended Alternative Provision in England. Interviews focused on schooling, exclusion, attending Alternative Provision and the impact of this on what they had done since leaving school up to their present situation. Analysis showed that the experience of attending Alternative Provision frequently constituted a turning point in a young person's life story. This was due to the qualitatively different kind of social space experienced there. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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