Pupils' Views on Mainstream Reintegration from Alternative Provision: A Q Methodological Study

Autor/inn/en	Atkinson, Gemma; Rowley, Janet
Titel	Pupils' Views on Mainstream Reintegration from Alternative Provision: A Q Methodological Study
Quelle	In: Emotional & Behavioural Difficulties, 24 (2019) 4, S.339-356 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowley, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2019.1625245
Schlagwörter	Reentry Students; Special Schools; Mainstreaming; Elementary School Students; Secondary School Students; Preadolescents; Student Participation; Student Empowerment; Foreign Countries; Nontraditional Education; Barriers; Student Characteristics; Parent Influence; Interpersonal Relationship; Educational Environment; Student Attitudes; Coping; Student Adjustment; United Kingdom + Suchen Sie Ihr Suchwort? Zweiter Bildungsweg; Special school; Sonderschule; Sekundarschüler; Pre-adolescence; Präadoleszenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienberechtigung; Ausland; Non-traditional education; Alternative Erziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Großbritannien
Abstract	This study explores the views of children and young people who have experienced school exclusion and placement in alternative educational provision regarding which factors supported their reintegration into mainstream schools. Nine primary and secondary pupils participated, aged between 10-16 years. The study uses Q methodology and is emancipatory in its aim to facilitate the increased participation and empowerment of pupils who have successfully reintegrated from Pupil Referral Units to the mainstream. The focus of the study, based on an eco-systemic perspective and on a model of positive psychology, is on pupils' views of 'what works.' The study suggests an eco-systemic reintegration model which reflects pupils' views on best practices regarding reintegration. The authors conclude that reintegration success needs to be considered in context and the role of each 'system' surrounding the child needs to be acknowledged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01