Meaningful Education for Returning-to-School Students in a Comprehensive Upper Secondary School in Iceland

Autor/inn/en	Jóhannesson, Ingólfur Ásgeir; Bjarnadóttir, Valgerður S.
Titel	Meaningful Education for Returning-to-School Students in a Comprehensive Upper Secondary School in Iceland
Quelle	In: Critical Studies in Education, 57 (2016) 1, S.70-83 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1102754
Schlagwörter	Secondary School Students; Dropouts; Reentry Students; Foreign Countries; Instructional Innovation; Teaching Methods; Teacher Student Relationship; Interviews; Teacher Attitudes; Online Courses; Formative Evaluation; School Culture; College Preparation; Student Interests; Educational Strategies; Secondary School Teachers; Iceland + Suchen Sie Ihr Suchwort? Sekundarschüler; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Zweiter Bildungsweg; Ausland; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Lehrerverhalten; Online course; Online-Kurs; Schulkultur; Schulleben; Studieninteresse; Lehrstrategie; Island
Abstract	Dropout from upper secondary education in Iceland is higher than in the neighboring countries, but varied options to re-enter school have also been on offer. This article focuses on how students, who had returned to a selected upper secondary school after having quit in one or more other schools, benefited from an innovative pedagogical approach used in the school. The article draws upon interviews, in which the interviewees expressed their pleasure with the school, reporting three main assets of its pedagogy: firstly, a supportive school ethos and student-teacher relationships expressed by the ways in which teachers worked, and also in teachers' views towards students; secondly, an online learning platform, used by all teachers, which the students could use to structure their studies; and thirdly, the use of formative assessment and no final end-of-term examinations. This pedagogy comprises a whole school approach, and the article concludes that such a school culture and practice enables teenagers and young adults to exercise their right to re-enter academic upper secondary education, which prepares for college, rather than directing them to an industry vocational or practical study program they take little or no interest in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01