From Discrete Intervention to Engage Marginalised Students to Whole-School Initiative to Engage All Students

Autor/in	Callingham, Maggie
Titel	From Discrete Intervention to Engage Marginalised Students to Whole-School Initiative to Engage All Students
Quelle	In: International Journal of Inclusive Education, 21 (2017) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1218947
Schlagwörter	Inclusion; Economically Disadvantaged; Disadvantaged Youth; Grade 11; Intervention; Learner Engagement; Secondary Schools; Case Studies; Experiential Learning; Program Effectiveness; Barriers; Foreign Countries; Action Research; Ethnography; Documentation; Interviews; Observation; Student Centered Learning; Australia + Suchen Sie Ihr Suchwort? Inklusion; Benachteiligter Jugendlicher; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschule; Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Projektforschung; Ethnografie; Dokumentation; Interviewing; Interviewtechnik; Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Australien
Abstract	An enduring educational dilemma is that young people from economically disadvantaged backgrounds do not have their needs met in conventional schooling. As a result, many have left school by Year 11. To counter this trend, some schools in disadvantaged areas introduce targeted in-school interventions before Year 11 to meet the needs of their students. Many of these interventions, which are highly successful in engaging students and supporting them to achieve, have insights to offer schools, but they remain on the margins as programmes for particular young people. However, a government secondary school in Victoria, Australia has been an exception. It was inspired to apply aspects of a successful intervention, Hands On Learning, to a whole-school initiative to enhance the engagement of all of its students. I used a case-study approach to investigate the initiative's first year of implementation. Findings revealed that the majority of students did report engagement. However, economically disadvantaged students faced barriers to full participation that negatively impacted their learning experiences. The inequitable distribution of educational benefits demonstrated that whole-school adaptation of an intervention is not straightforward and unless the needs of disadvantaged students are targeted in the whole-school initiative, they are likely to experience educational disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01