I Started Letting the Teachers In': What Factors Contribute to Successful Educational Outcomes for Disengaged Young Adults?

Autor/in	Brandenburg, Robyn
Titel	I Started Letting the Teachers In': What Factors Contribute to Successful Educational Outcomes for Disengaged Young Adults?
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 3, S.397-413 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brandenburg, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1747107
Schlagwörter	Adolescents; Outcomes of Education; Nontraditional Education; Program Effectiveness; Educational Environment; Social Support Groups; Teacher Student Relationship; Peer Relationship; Mentors; Caseworkers; Goal Orientation; Stress Management; Aspiration; Dropouts; Rural Areas; Learner Engagement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernleistung; Schulerfolg; Non-traditional education; Alternative Erziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Zielorientierung; Zielvorstellung; Stressmanagement; Stressbewältigung; Streben; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Rural area; Ländlicher Raum; Ausland; Australien
Abstract	This paper identifies and examines the narratives of the lived experience of young adults who had been previously disconnected from mainstream education but who are completing, or have successfully completed, an education in an alternative education programme in a regional city in Australia. It highlights the factors that contribute to successful educational outcomes and foregrounds the pedagogical practices that contribute to success. Semi-structured interviews were conducted with seven current and/or past participants. The narratives and narrative portraits reveal that the structure of learning and teaching environments, supportive relationships, as well as opportunities to identify goals and ambitions and manage fear and anxiety were key factors in achieving successful educational and personal outcomes. Success is influenced by pedagogical practices that are underpinned by an ethos of care, respect and flexibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01