The international journal on school disaffection最新文献

Perceptions of Greek Female Adolescents with ADHD Regarding Family Relationships. 希腊女性ADHD青少年对家庭关系的看法。

The international journal on school disaffection Pub Date : 2016-12-30 DOI: 10.18546/IJSD.12.2.03

Magdalini Liontou

引用次数: 3

Rethinking Traditional Behaviour Management to Better Support Complex Trauma-Surviving Students. 反思传统行为管理，以更好地支持复杂的创伤幸存学生。

The international journal on school disaffection Pub Date : 2016-12-30 DOI: 10.18546/IJSD.12.2.02

J. Howard

{"title":"Rethinking Traditional Behaviour Management to Better Support Complex Trauma-Surviving Students.","authors":"J. Howard","doi":"10.18546/IJSD.12.2.02","DOIUrl":"https://doi.org/10.18546/IJSD.12.2.02","url":null,"abstract":"Children and adolescents who have survived complex trauma have suffered the type of ongoing and repeated traumatic experience that includes factors such as physical, sexual, and/or emotional abuse, significant neglect, and/or family violence. Complex childhood trauma (sometimes referred to as paediatric or child maltreatment-related post traumatic stress disorder (De Bellis and Kuchibhatla, 2006) can have a significant impact on the developing nervous system which can lead to impairment in the capacity to relate and to emotionally self-regulate. During the schooling years, this can lead to the presentation of concerning school behaviours that schools tend to respond to with equally as concerning punitive consequences, often involving practices of exclusion. This article will emphasize the importance of schools accessing and then encompassing learnings from neuroscience into their behaviour management policies and practices. Neuroscience has provided an extra explanatory framework to complement understandings of student behaviour drawn from the clinical sciences. It is not only explaining why and how some of these student behaviours occur, but is also providing a different template of possibility for enhancing the educational and life outcomes for this vulnerable group of young people through more effective and more inclusive school practices.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"12 1","pages":"25-44"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18546/IJSD.12.2.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

"Coming Out" as Pregnant or Having a Baby While Attending School: Experiences and Challenges of Scottish Schoolgirl Mothers/Mothers-to-Be. “出柜”怀孕或在校期间生孩子:苏格兰女学生母亲/准母亲的经历和挑战。

The international journal on school disaffection Pub Date : 2016-12-30 DOI: 10.18546/IJSD.12.2.01

B. Ferguson

引用次数: 1

Interest, learning, and belonging in flexible learning programmes 兴趣、学习和归属于灵活的学习计划

The international journal on school disaffection Pub Date : 2016-05-23 DOI: 10.18546/IJSD.12.1.03

K. T. Riele, Victoria Plows, Dorothy Bottrell

{"title":"Interest, learning, and belonging in flexible learning programmes","authors":"K. T. Riele, Victoria Plows, Dorothy Bottrell","doi":"10.18546/IJSD.12.1.03","DOIUrl":"https://doi.org/10.18546/IJSD.12.1.03","url":null,"abstract":"This paper expounds a dynamic understanding of interest, including cognitive and affective dimensions. This conceptualization of interest is applied to findings from research in two flexible learning settings that provided access to foundation-level credentials for young people who, for whatever reason, had disengaged from or sought alternatives to traditional schooling models. The discussion of findings begins with an outline of how interest played out in the two programmes, before examining how interest was related to learning and to belonging. In relation to learning, interest acts as a motivator, draws on short- and long-term goal relevance, and enhances academic achievement. In relation to belonging, interest serves to build in-group connections through shared identity, but also acts as a platform for launching enhanced connections with the wider community. We conclude that interest is about more than curriculum relevance for individuals, and holds significance for both learning and belonging. This may inform approaches to education not only in flexible learning programmes but also in conventional schools.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"12 1","pages":"45-63"},"PeriodicalIF":0.0,"publicationDate":"2016-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18546/IJSD.12.1.03","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

"May I Please Tell You a Little Anecdote?" Inter-Professional Decision-Making about Inclusion in the Borderland between General and Special Schooling. “我可以告诉你一件小轶事吗?”普通学校与特殊学校边界融合的跨专业决策。

The international journal on school disaffection Pub Date : 2016-05-23 DOI: 10.18546/IJSD.12.1.04

M. Larsen

引用次数: 9

Engaging student input on student engagement in learning 让学生参与到学习中来

The international journal on school disaffection Pub Date : 2016-05-23 DOI: 10.18546/IJSD.12.1.01

Margaret Callingham

{"title":"Engaging student input on student engagement in learning","authors":"Margaret Callingham","doi":"10.18546/IJSD.12.1.01","DOIUrl":"https://doi.org/10.18546/IJSD.12.1.01","url":null,"abstract":"Student engagement, achievement, and participation are equity issues. Students’ engagement in their learning is especially important in schools that cater to lowincome communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving. Moreover, for students who experience disadvantage in their lives, having input into their learning enables and supports a sense of connectedness, with learning and with school. This paper reports on a youth participatory action research project (YPAR) that took a rights-based approach to researching with students. The study was conducted in an Australian government secondary school situated in a context of disadvantage. The student-researchers, who faced socioeconomic disadvantage in their own lives, investigated students’ experiences of engagement in learning in the first four years of secondary school. The findings demonstrated that students from a low socioeconomic community, including students who tended to be marginalized in conventional classroom contexts, had thoughtful and important contributions to make about their engagement in learning. The paper also reports on ways in which the participatory research design impacted upon the studentresearchers and the school community. Importantly, the student-researchers valued the research opportunity and there was evidence of the impact of their investigations within and beyond the school.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"12 1","pages":"3-22"},"PeriodicalIF":0.0,"publicationDate":"2016-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18546/IJSD.12.1.01","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

"I Don't Need Pink Hair Here": Should We Be Seeking to "Reintegrate" Youngsters without Challenging Mainstream School Cultures?. “我不需要粉色头发”:我们是否应该在不挑战主流学校文化的情况下寻求“重新融入”年轻人?

The international journal on school disaffection Pub Date : 2016-05-01 DOI: 10.18546/IJSD.12.1.02

M. Levinson

{"title":"\"I Don't Need Pink Hair Here\": Should We Be Seeking to \"Reintegrate\" Youngsters without Challenging Mainstream School Cultures?.","authors":"M. Levinson","doi":"10.18546/IJSD.12.1.02","DOIUrl":"https://doi.org/10.18546/IJSD.12.1.02","url":null,"abstract":"This article draws on data gathered between 2014 and 2015 through interviews with youngsters and staff, and supplemented by research that took place over a two-year period (2012–14) at a school for excluded youngsters in Devon, UK. The research explored the views of students and staff about reasons for being in alternative education settings, the difference in culture between such contexts and those provided by mainstream schools, and feelings about reintegration. Noting that reintegration is more successful with primary school students than at secondary level, the authors consider staff preoccupations around the issue of timing, and identify potential windows of opportunity. They also discuss the way in which centres for excluded children can construct environments that operate in the manner of an extended family. This, they argue, creates a conundrum for those working with excluded youngsters: the very elements put in place to create a supportive environment for such youngsters are liable to militate against targets for reintegration back into mainstream schools. The authors conclude that, rather than suggesting problems with such alternative settings, this highlights the need for change in mainstream schools.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"12 1","pages":"23-43"},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18546/IJSD.12.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

"My Life Is a Rollercoaster": A Survey of Homeless Youth Who Attended an Alternative High School. “我的生活就像过山车”:一项对参加另类高中的无家可归青年的调查。

The international journal on school disaffection Pub Date : 2015-11-26 DOI: 10.18546/IJSD.11.2.01

Abby Martin, T. Nicholson

引用次数: 0

Schooling through the eyes of a student with vision impairment 通过一个有视力障碍的学生的眼睛学习

The international journal on school disaffection Pub Date : 2015-11-26 DOI: 10.18546/IJSD.11.2.04

J. Opie, Jane Southcott

引用次数: 7

I don't do school: Correlations of school culture, power, fairness, and behaviour perceptions 我不上学:学校文化、权力、公平和行为观念的相关性

The international journal on school disaffection Pub Date : 2015-11-26 DOI: 10.18546/IJSD.11.2.02

Derrick Robinson, Marcia J. Watson, Tempestt R. Adams

引用次数: 1