Alternative Educational Provision in an Area of Deprivation in London

Autor/inn/en	Cajic-Seigneur, Magdalena; Hodgson, Ann
Titel	Alternative Educational Provision in an Area of Deprivation in London
Quelle	In: London Review of Education, 14 (2016) 2, S.25-37 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Foreign Countries; Nontraditional Education; At Risk Students; Program Effectiveness; Adolescents; Access to Education; Behavior Disorders; Learning Problems; Special Needs Students; Academic Persistence; Academic Achievement; Educational Attainment; Job Skills; Case Studies; Interviews; Low Income Groups; Educational Environment; Postsecondary Education; Discipline; Teaching Methods; Curriculum; Agency Cooperation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Non-traditional education; Alternative Erziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Lernproblem; Sonderpädagogischer Förderbedarf; Schulleistung; Bildungsabschluss; Bildungsgut; Produktive Fertigkeit; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Post-secondary education; Tertiäre Bildung; Disziplin; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan
Abstract	The attainment in national examinations and progress of pupils to the age of 16 in London is the highest in England. Nevertheless, there is still a significant number of 16- to 19-year-olds who are not in employment, education, or training (NEET). Those who are the most vulnerable to becoming NEET are the young people who have disengaged from mainstream education. This article draws on a comprehensive examination of the effectiveness of an alternative education provision (AEP) for pupils who were disengaged from mainstream schools in one London local authority. Through the application of Bronfenbrenner's ecosystems theory, the study explored the impact of different ecosystems on young people's disengagement. The findings in evaluation studies of other AEPs and the findings in this study indicate that AEPs--and the curriculum, pedagogy, and pastoral care that they offer--can, and do, make a considerable difference to the educational outcomes of disadvantaged children, as well as offering insights for mainstream education. Thus,the study contributes to the current debate on the organization and structure of the 14-19 education system in England under raising the participation age (RPA) to 18, the new legislation that came into force this academic year (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/journals/london-review-of-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01