Views from the Margins: Teacher Perspectives on Alternative Education Provision in Ireland

Autor/inn/en	Cahill, Kevin; Curtin, Alicia; Hall, Kathy; O'Sullivan, Dan
Titel	Views from the Margins: Teacher Perspectives on Alternative Education Provision in Ireland
Quelle	In: International Journal of Inclusive Education, 24 (2020) 8, S.849-866 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cahill, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1492643
Schlagwörter	Teacher Attitudes; Nontraditional Education; Foreign Countries; Teaching Methods; Curriculum Design; Special Schools; Youth Programs; Cultural Background; Guidelines; Decision Making; Evaluation Methods; Student Evaluation; Achievement Tests; Volunteers; Disadvantaged Youth; Inclusion; Learning Disabilities; Instructional Innovation; Student Centered Learning; Ireland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Non-traditional education; Alternative Erziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Special school; Sonderschule; Jugendsofortprogramm; Richtlinien; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Freiwilliger; Benachteiligter Jugendlicher; Inklusion; Learning handicap; Lernbehinderung; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Irland
Abstract	Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. 'Funds of knowledge' ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma Gonzalez. 1992. 'Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.' "Theory Into Practice" 31 (2): 132-141]. The findings in this paper focus on: (1) how curriculum is enacted and mediated in alternative education settings; (2) the pedagogical decisions of teachers as they strive to connect their students to learning and (3) the tensions in assessment practices as teachers and alternative settings attempt to provide authentic and yet certified evidence of learning through the formal state assessment processes. This article is timely as it offers a view of the under-researched area of alternative settings in Ireland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01