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Vocational Education and Training (VET) plays an important role in the reshaping of upper secondary school curriculum. Retention to the end of secondary education in Australia went from 35% in 1980 to 72% in 2000. This increase caused major problems for the senior school curriculum which historically prepared students for university entrance but now has to serve multiple purposes. While the purposes of VET suit different groups, our interest is those students alienated from, reluctant to complete, or attempting re-entry into senior secondary education. Our objective is to understand policy reforms in this area, in order to assist stopping the spiral of disadvantage in which these young people are caught. We shall argue that VET has the potential to re-engage young people with education. With the labour market becoming more knowledge-based, such re-engagement becomes increasingly important. We ask to what extent is the post-compulsory curriculum serving student and family ambitions for employment in a way that is equitable and inclusive? 相似文献
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Martin Mills Glenda McGregor Aspa Baroutsis Kitty Te Riele Debra Hayes 《Critical Studies in Education》2016,57(1):100-115
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling. 相似文献
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Kitty S. Harris Thomas G. Kimball Ann M. Casiraghi Sara J. Maison 《Peabody Journal of Education》2014,89(2):229-243
More than ever, people are seeking substance use disorder treatment during the adolescent and young adult stages of development. Developmentally, many of these young adults new to recovery are in the process of making career decisions that may require attendance at a college or university. However, the collegiate environment is not conducive to a recovery lifestyle. Since the 1980s, several colleges and universities have implemented Collegiate Recovery Programs, offering students “safe havens” where they can obtain support from other students in recovery and from staff while they pursue a college education. The collegiate recovery programs have been successful at graduating students and supporting their recovery. Today, there are more than 75 collegiate recovery programs already established or in the process of development, serving more than 500 students across the United States. Although the various programs offer different types of services, each one seems to be having some type of success based on the research thus far. This article describes the emerging adult population of recovering college students, the history of Collegiate Recovery Programs, and what they offer. 相似文献
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Paula Hodgson Kitty Chan Justina Liu 《Assessment & Evaluation in Higher Education》2014,39(2):168-178
Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher’s input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semi-structured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer’s direct guidance. 相似文献
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Kitty te Riele 《教育政策杂志》2013,28(2):129-145
Youth ‘at risk’ is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth ‘at risk’ has tended to simplistically focus on personal attributes of young people. Moreover, this identification has set up a false distinction between a supposed problematic minority versus a ‘normal’ majority. Thus, the dominant conceptualization of youth ‘at risk’ draws attention to what is wrong with these youth, rather than to what may be wrong with schooling. This paper examines both empirical observations and discursive conceptualizations to critique the ‘youth at risk’ label, and proposes use of the concept of ‘marginalized students’ instead, which identifies individuals not through their personal characteristics but through their relationship with schooling. This approach allows recognition that marginalization is at least in part a product of schools and society, and requires action in those arenas. 相似文献
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Glenda McGregor Martin Mills Kitty te Riele Debra Hayes 《International Journal of Inclusive Education》2015,19(6):608-625
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students? 相似文献
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‘Universal’ early education: Who benefits? Patterns in take‐up of the entitlement to free early education among three‐year‐olds in England 
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下载免费PDF全文 Tammy Campbell Ludovica Gambaro Kitty Stewart 《British Educational Research Journal》2018,44(3):515-538
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first eligible, in January 2010. One in five children did not access their free place from the beginning, and the proportion is much higher among children from families with persistently low incomes. We also find differences by ethnicity and home language, but these factors explain only a small share of the income gradient. We go on to explore associations between non‐take‐up and local area factors. In areas with higher child poverty rates, take‐up is lower overall, but the gap between low‐income and other families is smaller. There are also various associations between take‐up and local proportions of different provider types (maintained, private, voluntary, Sure Start). In particular, the voluntary sector seems to have more flexibility than maintained provision to offer places in January, and more success than private providers in reaching children from lower‐income backgrounds. The analysis also highlights how take‐up overall is relatively high and the gap by income level is smaller in areas with more Sure Start provision. This suggests that aspects of Sure Start facilitated access among low‐income families, and could perhaps be replicated as implementation of the free entitlement continues to be expanded. 相似文献
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Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first‐year students on need‐based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first‐year academic results were obtained via the university’s records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students’ adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students’ adjustment to university than academic performance. 相似文献