Citations (84)
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Damien Page. (2023) Atmospheres, spaces and job crafting: home visits in Alternative Provision. Research Papers in Education 38:1, pages 102-120.
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Rachel Spiteri, Mollie Rose O’Riordan, Carmel Cefai, Grainne Hickey & Stephen Smith. (2023) Early school leaving and trauma-based education: a study in four European countries. Pastoral Care in Education 41:1, pages 26-41.
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Jeffrey Thomas, Vaughan Cruickshank, Ebba Herrlander Birgerson, Donald Reid & Kitty te Riele. (2022) It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students. International Journal of Inclusive Education 26:13, pages 1258-1273.
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Garth Stahl. (2022) ‘They make time for you’: upwardly mobile working-class boys and understanding the dimensions of nurturing and supportive student–teacher relationships. Research Papers in Education 37:6, pages 975-991.
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Adrian Schoone, Judy Bruce, Eileen Piggot-Irvine & Hana Turner-Adams. (2022) How Alternative Education teachers embarked on getting to the heart of young people’s schooling stories. International Journal of Inclusive Education 0:0, pages 1-17.
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Martin Mills, Stewart Riddle, Glenda McGregor & Angelique Howell. (2022) Towards an understanding of curricular justice and democratic schooling. Journal of Educational Administration and History 54:3, pages 345-356.
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Helen Stokes & Sanna Aaltonen. (2021) Time–space paths and the experiences of vulnerable young people in alternative educational settings. International Journal of Inclusive Education 0:0, pages 1-15.
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Conall Monaghan & Lorraine Swords. (2021) I’m still learning: perspectives on returning to education among early school leavers. International Journal of Inclusive Education 0:0, pages 1-14.
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Stewart Riddle, Angelique Howell, Glenda McGregor & Martin Mills. (2021) Student engagement in schools serving marginalised communities. International Journal of Inclusive Education 0:0, pages 1-16.
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Martin Mills, Angelique Howell, Deborah Lynch & John Dungan. (2021) Approaches to Improving School Attendance: Insights From Australian Principals. Leadership and Policy in Schools 20:3, pages 404-415.
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Robyn Brandenburg. (2021) I started letting the teachers in’: what factors contribute to successful educational outcomes for disengaged young adults?. Pedagogy, Culture & Society 29:3, pages 397-413.
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Kevin Cahill, Alicia Curtin, Kathy Hall & Dan O’Sullivan. (2020) Views from the margins: teacher perspectives on alternative education provision in Ireland. International Journal of Inclusive Education 24:8, pages 849-866.
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Cosmin I. Nada, Sofia A. Santos, Eunice Macedo & Helena C. Araújo. (2020) Can mainstream and alternative education learn from each other? An analysis of measures against school dropout and early school leaving in Portugal. Educational Review 72:3, pages 365-385.
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Kristin Reimer & Luci Pangrazio. (2020) Educating on the margins: young people's insights into effective alternative education. International Journal of Inclusive Education 24:5, pages 479-495.
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Babak Dadvand & Hernan Cuervo. (2020) Pedagogies of care in performative schools. Discourse: Studies in the Cultural Politics of Education 41:1, pages 139-152.
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Andrew Hickey, Tanya Pauli-Myler & Carly Smith. (2020) Bicycles, ‘informality’ and the alternative learning space as a site for re-engagement: a risky (pedagogical) proposition?. Asia-Pacific Journal of Teacher Education 48:1, pages 45-59.
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Riccardo Welters, Brian Lewthwaite, Joseph Thomas & Kimberley Wilson. (2019) Re-engaged students’ perceptions of mainstream and flexible learning environments – a ‘semi-quantitative’ approach. International Journal of Inclusive Education 23:12, pages 1315-1331.
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Eva Hjörne & Roger Säljö. (2019) Teaching and learning in the special education setting: agency of the diagnosed child. Emotional and Behavioural Difficulties 24:3, pages 224-238.
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Andrew Malcolm. (2019) Turning points in a qualitatively different social space: young adults’ reflections of alternative provision. Emotional and Behavioural Difficulties 24:1, pages 84-99.
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Eleni Papaioannou & Maria N. Gravani. (2018) Empowering vulnerable adults through second-chance education: a case study from Cyprus. International Journal of Lifelong Education 37:4, pages 435-450.
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Noah Asher Golden. (2018) Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles. Teaching Education 29:1, pages 1-16.
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Adrian Schoone. (2017) Joy, grace and transformation: the pedagogy of tutors in New Zealand’s alternative education centres. International Journal of Inclusive Education 21:8, pages 808-821.
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Becky Francis, Martin Mills & Ruth Lupton. (2017) Towards social justice in education: contradictions and dilemmas. Journal of Education Policy 32:4, pages 414-431.
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Stewart Riddle & David Cleaver. (2017) Working within and against the grain of policy in an alternative school. Discourse: Studies in the Cultural Politics of Education 38:4, pages 498-510.
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Brian Lewthwaite, Kimberley Wilson, Valda Wallace, Sue McGinty & Luke Swain. (2017) Challenging normative assumptions regarding disengaged youth: a phenomenological perspective. International Journal of Qualitative Studies in Education 30:4, pages 388-405.
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Kitty te Riele, Martin Mills, Glenda McGregor & Aspa Baroutsis. (2017) Exploring the affective dimension of teachers’ work in alternative school settings. Teaching Education 28:1, pages 56-71.
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Marnee Shay. (2017) Emerging ideas for innovation in Indigenous education: a research synthesis of Indigenous educative roles in mainstream and flexi schools. Teaching Education 28:1, pages 12-26.
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Jeff Thomas, Janet Dyment, David Moltow & Ian Hay. (2016) ‘It is my decision, and it's really up to me. But they wanted me to do it’: an exploration of choice in enrolling in a reengagement programme. International Journal of Inclusive Education 20:11, pages 1172-1187.
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Dawn X. Henderson & Rachelle Redmond Barnes. (2016) Exploring dimensions of social inclusion among alternative learning centres in the USA. International Journal of Inclusive Education 20:7, pages 726-742.
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Danielle Tracey, Rhonda G. Craven, Alexander Seeshing Yeung, Susan Tregeagle, Jodi Burnstein & Helena Stanley. (2016) A place to learn: cultivating engaging learning environments for young rural Aboriginal Australians. International Journal of Inclusive Education 20:6, pages 641-658.
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Janean Robinson & John Smyth. (2016) ‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’. Ethnography and Education 11:2, pages 222-236.
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Eva O'Gorman, Nancy Salmon & Carol-Anne Murphy. (2016) Schools as sanctuaries: A systematic review of contextual factors which contribute to student retention in alternative education. International Journal of Inclusive Education 20:5, pages 536-551.
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Sara Murray & Jane Mitchell. (2016) Teaching practices that re-engage early school leavers in further education: an Australian study . Journal of Further and Higher Education 40:3, pages 372-391.
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Jodie Pennacchia & Pat Thomson. (2016) Complementing the mainstream: an exploration of partnership work between complementary alternative provisions and mainstream schools. Pastoral Care in Education 34:2, pages 67-78.
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Kerry Vincent. (2016) ‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives. Critical Studies in Education 57:1, pages 55-69.
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Linda J. Graham, Penny Van Bergen & Naomi Sweller. (2016) Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales, Australia. Critical Studies in Education 57:1, pages 35-54.
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Ingólfur Ásgeir Jóhannesson & Valgerður S. Bjarnadóttir. (2016) Meaningful education for returning-to-school students in a comprehensive upper secondary school in Iceland. Critical Studies in Education 57:1, pages 70-83.
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Aspa Baroutsis, Glenda McGregor & Martin Mills. (2016) Pedagogic voice: student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society 24:1, pages 123-140.
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Richard O'Donovan, Naomi Berman & Ani Wierenga. (2015) How schools can move beyond exclusion. International Journal of Inclusive Education 19:6, pages 645-658.
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Caroline Lanskey. (2015) Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales. International Journal of Inclusive Education 19:6, pages 568-582.
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Marnie Best, Deborah Price & Faye McCallum. (2015) ‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation, social interactions and achievement motivation in an alternative middle school setting. International Journal of Inclusive Education 19:4, pages 422-434.
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Amelia Hempel-Jorgensen. (2015) Working-class girls and child-centred pedagogy: what are the implications for developing socially just pedagogy?. International Studies in Sociology of Education 25:2, pages 132-149.
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John Smyth & Janean Robinson. (2015) ‘Give me air not shelter’: critical tales of a policy case of student re-engagement from beyond school. Journal of Education Policy 30:2, pages 220-236.
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Anat Greenstein. (2014) Is this inclusion? Lessons from a very ‘special’ unit. International Journal of Inclusive Education 18:4, pages 379-391.
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Naomi Rudoe. (2014) School exclusion and educational inclusion of pregnant young women. Ethnography and Education 9:1, pages 66-80.
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Becky Francis & Martin Mills. (2012) Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling. Pedagogy, Culture & Society 20:2, pages 251-271.
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Georgia Karakitsiou, Spyridon Plakias, Katerina Kedraka, Aikaterini Arvaniti, Christos Kokkotis, Anna Tsiakiri & Maria Samakouri. (2023) Investigating the Role of Second Chance Schools and COVID-19 Pandemic on the Mental Health and Self-Image of Greek Adult Students. Brain Sciences 13:8, pages 1203.
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Stewart Riddle, Martin Mills & Glenda McGregor. (2023) Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students. Curriculum Perspectives.
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Anne E. Southall, Fiona Gardner & Lindy P. Baxter. (2021) Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles. The Australian Educational Researcher 49:4, pages 675-689.
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Nicole Wright & Marilyn Campbell. 2022. Understanding Psychology in the Context of Relationship, Community, Workplace and Culture. Understanding Psychology in the Context of Relationship, Community, Workplace and Culture
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Damien Page. (2020) Family engagement in alternative provision. British Educational Research Journal 47:1, pages 65-84.
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Emma Davidson. (2020) Social justice or social control? An ethnographic study of detached youth work in Scotland. Scottish Affairs 29:2, pages 254-276.
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Corey Bloomfield, Bobby Harreveld & Rickie Fisher. (2019) Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia. British Educational Research Journal 46:1, pages 75-91.
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Adrian Schoone. (2020) Imagining social pedagogy in/for New Zealand. International Journal of Social Pedagogy 9:1.
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Kim Preston & Rebecca Spooner-Lane. (2019) ‘Making space’: a study into the use of mindfulness for alternative school teachers. Journal of Psychologists and Counsellors in Schools 29:2, pages 108-129.
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