|Journal||International Journal on School Disaffection|
|Early online date||1 Nov 2015|
|Publication status||E-pub ahead of print - 1 Nov 2015|
Access to Document
- Allan 2015. Mediated disaffection.pdfAccepted author manuscript, 561 KBLicence: CC BY-NC-ND
FingerprintDive into the research topics of 'Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds'. Together they form a unique fingerprint.
Dr DAVID ALLAN
- Secondary, Further Education & Training - Reader in Further Education & Training
In: International Journal on School Disaffection, Vol. 11, No. 2, 01.11.2015, p. 45-65.
Research output: Contribution to journal › Article (journal) › peer-review
TY - JOUR
T1 - Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds
AU - Allan, David
N1 - Allan, D. (2014a) ‘Dealing with disaffection: the influence of work-based learning on 14–16-year-old students’ attitudes to school’. Empirical Research in Vocational Education and Training, 6 (10), 1–18. Allan, D. (2014b) ‘Quantity for quality: a case study on the impact of an English work-based learning programme on disaffected pupils’ qualification achievements’. Educate~, 14 (1), 10–16. Billett S (2006) ‘Work, subjectivity and learning’. In Billett, S., Fenwick, T. and Somerville, M. (eds), Work, Subjectivity and Learning: Understanding learning through working life. Springer: Dordrecht. Boaler, J., William, D. and Brown, M. (2000) ‘Students’ experiences of ability grouping – disaffection, polarisation and the construction of failure’. British Educational Research Journal, 26 (5), 631–648. Bryson, C. and Hand, L. (2007) ‘The role of engagement in inspiring teaching and learning’. Innovations in Teaching and Education International, 44 (4), 349–362. Burr, V. (1995) An Introduction to Social Constructionism. London: Routledge. Cowen, G. and Burgess, M. (2009) Key Stage Four Engagement Programme: Evaluation. DCSF Research Report 084. York: York Consulting. Davies, P., Telhaj, S., Hutton, D., Adnett, N. and Coe, R. (2008) ‘Socio-economic background, gender and subject choice in secondary schooling’. Educational Research, 50 (3), 235–248. DCSF [Department for Children, Schools and Families] (2008) Back on Track: A strategy for modernising alternative provision for young people. London: The Stationery Office. DfES [Department for Education and Skills] (2002) 14-19 Education: Extending opportunities, raising standards. London: Stationery Office. Duncan, N. (2013) ‘‘If you tolerate this, then your children will be next.’ Compulsion, compression, control, and competition in secondary schooling’. International Journal on School Disaffection, 10 (1), 29–45. Entwistle, N. and Tait, H. (1990) ‘Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments’. Higher Education, 19 (2), 169–194. Feng, Y. and Johnson, J. (2009) ‘Integrated but not included: exploring quiet disaffection in mainstream schools in China and India’. International Journal on School Disaffection, 6 (1), 12–18. Gaith, G.M. and Shaaban, K. A. (2005) ‘Cooperative learning for the disaffected ESL/EFL Learner’. International Journal on School Disaffection, 3 (2), 44–47. Garvik, M., Idsoe, T. and Bru, E. (2014) ‘Depression and school engagement among Norwegian upper secondary vocational school students’. Scandinavian Journal of Educational Research, 58 (5), 592–608. Gibbs, G. (2007) Analyzing Qualitative Data. London: Sage. Gijbels, D., van de Watering, G., Dochy, F. and van den Bossche, P. (2006) ‘New learning environments and constructivism: the students’ perspective’. Instructional Science, 34 (3), 213–226. Golden, S., Nelson, J., O’Donnell, L. and Rudd, P. (2004) Evaluation of Increased Flexibilities for 14–16 Year Olds: Profile of partnerships and students 2002 and 2003. Research Brief 558. London: National Foundation for Educational Research. Gov.UK (2014) Increasing opportunities for young people and helping them to achieve their potential. Online. https://www.gov.uk/government/policies/increasing-opportunities-for-young-people-and-helping-them-to-achieve-their-potential/supporting-pages/raising-the-participation-age (accessed 10 March 2015). Graham, L.J., Bergen, P.V. and Sweller, N. (2015) ‘‘To educate you to be smart’: Disaffected students and the purpose of school in the (not so clever) ‘lucky country’’. Journal of Education Policy, 30 (2), 237-257. Haimovitz, K. and Corpus, J.H. (2011) ‘Effects of person versus process praise on student motivation: Stability and change in emerging adulthood’. Educational Psychology, 31 (5), 595–609. Hall, D. and Raffo, C. (2004) ‘Re-engaging 14-16-year-olds with their schooling through work-related learning’. Journal of Vocational Education and Training, 56 (1), 69–80. Harber, C. (2008) ‘Perpetrating disaffection: Schooling as an international problem’. Educational Studies, 34 (5), 457–467. Harris, R., Willis, P., Simons, M. and Collins, E. (2001) ‘The relative contributions of institutional and workplace learning environments: An analysis of apprenticeship training’. Journal of Vocational Education and Training, 53 (2), 263–278. Haydn, T. (2008) Managing Pupil Behaviour: Key issues in teaching and learning. London: Routledge. Hilton, Z. (2006) ‘Disaffection and school exclusion: Why are inclusion policies still not working in Scotland?’ Research Papers in Education, 21 (3), 295–314. Hung, D.W.L. and Chen, D.T. (2001) ‘Situated cognition, Vygotskian thought and learning from the communities of practice perspective: implications for the design of web-based e-learning’. Educational Media International, 38 (1), 3–12. Jackson, C. (2006) Lads and Ladettes in School: Gender and a fear of failure. Maidenhead: Open University Press. Jackson, C., Paechter, C. and Renold, E. (eds) (2010) Girls and Education 3–16: Continuing concerns, new agendas. Maidenhead: Open University Press. Jones, T. (2013) ‘Through the lens of home-educated children: Engagement in education’. Educational Psychology in Practice, 29 (2), 107–121. Jones, G., Stead, J. and Kendrick, A. (2003) ‘Joined-up approaches to prevent school exclusion’. Emotional and Behavioural Difficulties, 8 (1), 77–91. Joseph, N. (2010) ‘Metacognition needed: teaching middle and high school students to develop strategic learning skills’. Preventing School Failure, 54 (2), 99–103. Kelly, S. and Price, P. (2009) ‘Vocational education: a clean slate for disengaged students?’ Social Science Research, 38 (4), 810–825. Kim, C.Y., Losen, D.J. and Hewitt, D.T. (2010) The School-to-Prison Pipeline: Structuring legal reform. London: NYU Press. Könings, K.D., Brand-Gruwel, S. and van Merriënboer, J.J.G. (2011) ‘The match between students’ lesson perceptions and preferences: relations with student characteristics and the importance of motivation’. Educational Research, 53 (4), 439–457. Lave, J. and Wenger, E. (2009) Situated Learning: Legitimate peripheral practice. Cambridge: Cambridge University Press. Lewis, G. (2013) ‘Emotion and disaffection with school mathematics’. Research in Mathematics Education, 15 (1), 70–86. Lumby, J. (2012) ‘Disengaged and disaffected young people: surviving the system’. British Educational Research Journal, 38 (2), 261–279. Masi, G., Brovedani, P. and Poli, P. (1998) ‘School failure in early adolescence: the psychopathological risk’. Child Psychiatry and Human Development, 29 (2), 127–140. McKay, E. (2002) ‘Cognitive skill acquisition through a meta-knowledge processing model’. Interactive Learning Environments, 10 (3), 263–291. McKendrick, J., Scott, G. and Sinclair, S. (2007) ‘Dismissing disaffection: young people’s attitudes towards education, employment and participation in a deprived community’. Journal of Youth Studies, 10 (2), 139–160. Mills, M. and McGregor, G. (2010) Re-engaging Students in Education: Success factors in alternative schools. Research report. Queensland: Youth Affairs Network of Queensland. Newburn, T. and Shiner, M. (with Tara Young) (2005) Dealing with Disaffection: Young people, mentoring and social inclusion. Oxfordshire: Willan Publishing. Ofsted [Office for Standards in Education] (2005) The Key Stage Four Curriculum: Increased flexibility, work-related learning and young apprenticeship programmes. London: Alexandra House [HMI 2478]. OECD [Organization for Economic Co-operation and Development] (2013) PISA 2012 results: Ready to learn – students’ engagement, drive and self-beliefs (Volume III). PISA: OECD Publishing. Osler, A. (2006) ‘Excluded girl: interpersonal, institutional and structural violence in schooling’. Gender and Education, 18 (6), 571–89. Papaleontiou-Louca, E. (2003) ‘The concept and instruction of metacognition’. Teacher Development, 7 (1), 9–30. Parsons, C. (2005) ‘School exclusion: the will to punish’. British Journal of Educational Studies, 53 (2), 187–211. Peräkylä, A. and Ruusuvuori, J. (2013) ‘Analyzing talk and text’. In Denzin, N.K. and Lincoln, Y.S. (eds.) Collecting and interpreting qualitative materials, 4th edn. London: Sage, 277–307. Petrušauskaitė, V. (2010) Dropping Out of School – An issue of disaffection, non-participation or social exclusion? Analysing school policies towards Roma school children in Lithuania. Research report. Lithuania: Institute for Ethnic Studies. Piper, H. and Piper, J. (2000) ‘Disaffected young people as the problem. Mentoring as the solution. Education and work as the goal’. Journal of Education and Work, 13 (1), 77–94. Putwain, D.W. (2008) ‘Supporting assessment stress in key stage 4 students’. Educational Studies, 34 (2), 83–95. Radnor, H. (2002) Researching Your Professional Practice: Doing interpretive research. Milton Keynes: Open University Press. Raible, J. and Irizarry, J. (2010) ‘Redirecting the teacher’s gaze: teacher education, youth surveillance and the school-to-prison pipeline’. Teaching and Teacher Education, 26 (5), 1196–1203. Raffo, C. (2003) ‘Disaffected young people and the work-related curriculum at key stage 4: issues of social capital development and learning as a form of cultural practice’. Journal of Education and Work, 16 (1), 69–86. Riley, K., Ellis, S., Weinstock, W., Tarrant, J. and Hallmond, S. (2006) ‘Re-engaging disaffected pupils in learning: insights for policy and practice’. Improving Schools, 9 (1), 17–31. Sandford, R.A., Duncombe, R. and Armour, K.M. (2008) ‘The role of physical activity/sport in tackling youth disaffection and anti-social behaviour’. Educational Review, 60 (4), 419–35. Sandi-Urena, S.S., Cooper, M.M. and Stevens, R.H. (2011) ‘Enhancement of metacognition use and awareness by means of a collaborative intervention’. International Journal of Science Education, 33 (3), 323–340. Schraw, G., Crippen, K.J., and Hartley, K. (2006) ‘Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning’. Research in Science Education, 36 (1-2), 111–139. Slee, R. (2014) ‘Evolving theories of student disengagement: a new job for Durkheim’s children?’ Oxford Review of Education, 40 (4), 446–465. Smyth, J. and McInerney, P. (2013) ‘Making ‘space’: Young people put at a disadvantage re-engaging with learning’. British Journal of Sociology of Education, 34 (1), 39–55. Sodha, S. and Guglielmi, S. (2009) A Stitch in Time: Tackling educational disengagement. Interim report. London: Demos. Steer, R. (2000) A Background to Youth Disaffection: A review of literature and evaluation findings from work with young people. London: Community Development Foundation. Stephan, Y., Caudroit, J., Boiché, J. and Sarrazin, P. (2011) ‘Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation’. British Journal of Educational Psychology, 81 (3), 441–455. Swanson, H.L. (1990) ‘Influence of metacognitive knowledge and aptitude on problem solving’. Journal of Educational Psychology, 82 (2), 306–314. Thomas, G.P. (2013) ‘Changing the metacognitive orientation of a classroom environment to stimulate metacognitive reflection regarding the nature of physics learning’. International Journal of Science Education, 35 (7), 1183–1207. Thompson, G. and Bell, J. (2011) ‘Mired in the shadows: quiet students in secondary schools’. Discourse: Studies in the Cultural Politics of Education, 32 (3), 399–413. Virtanen, A, Tynjälä, P. and Eteläpelto, A. (2014) ‘Factors promoting vocational students’ learning at work: study on student experiences’. Journal of Education and Work, 27 (1), 43–70. Webb, R. and Vulliamy, G. (2004) A Multi-agency Approach to Reducing Disaffection and Exclusions from School. Research Report 568. London: Department for Education and Skills. Yannick, S., Caudroit, J., Boiché, J. and Sarrazin, P. (2011) ‘Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation’. British Journal of Educational Psychology, 81 (3), 441–455. Yoneyama, S. (2000) ‘Student discourse on tokokjohi [school phobia/refusal] in Japan: burnout or empowerment?’ British Journal of Sociology of Education, 21(1), 77–94.
PY - 2015/11/1
Y1 - 2015/11/1
N2 - In England, one in three 11–16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at key stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14–16-year-old girls’ cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.
AB - In England, one in three 11–16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at key stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14–16-year-old girls’ cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.
M3 - Article (journal)
SN - 1478-8497
VL - 11
SP - 45
EP - 65
JO - International Journal on School Disaffection
JF - International Journal on School Disaffection
IS - 2