Hard to reach and hard to teach: Supporting the self-regulation of learning in an alternative provision secondary school

Dave Putwain, Laura Nicholson, Jenna Edwards

Research output: Contribution to journalArticle

5 Citations (Scopus)
5 Downloads (Pure)

Abstract

Since 2010, new types of state-funded schools have opened in England with a focus on providing alternative education provision. Very little is known about these schools, partly due to their novelty, and how they are attempting to re-engage those students who for various, and often complex, reasons have become disconnected from education. We scrutinised the approach used at one such school to examine what instructional practices were used, how they were adapted to the needs of the students and what factors enabled and obstructed (re)engagement. Data were collected over a month-long fieldwork visit and included semi-structured interviews with staff and students, and semi-structured classroom observations. Instructional approaches were used that supported the learning of students who were not experienced in, or had difficulty with, regulating their learning. These included breaking down tasks, providing lots of on-task prompts, encouragement, using frequent feedback and scaffolding, and offering quick support to students. This approach allowed students to re-engage with their learning and make progress towards important qualifications required for entry to the labour market and post-compulsory
Original languageEnglish
Pages (from-to)1-18
JournalEducational Studies
Early online date7 Nov 2015
DOIs
Publication statusE-pub ahead of print - 7 Nov 2015

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self-regulation
secondary school
learning
student
school
qualification
education
labor market
staff
classroom
interview

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Hard to reach and hard to teach: Supporting the self-regulation of learning in an alternative provision secondary school. / Putwain, Dave; Nicholson, Laura; Edwards, Jenna.

In: Educational Studies, 07.11.2015, p. 1-18.

Research output: Contribution to journalArticle

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