Citations (52)
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Miho Taka. (2023) When education in emergencies fails: learners’ motivations for a second chance education in post-conflict Rwanda. Compare: A Journal of Comparative and International Education 53:2, pages 217-234.
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Benjamin J. Corry, Lorelle J. Burton & Erich C. Fein. (2022) Examining how flexi schools support the psychological wellbeing of marginalized youth: a longitudinal study. International Journal of Adolescence and Youth 27:1, pages 193-206.
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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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Judy Parr & Eleanor Hawe. (2022) Student pedagogic voice in the literacy classroom: a review. Research Papers in Education 37:6, pages 773-796.
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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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Stephanie C. Holmes. (2022) Inclusion, autism spectrum, students’ experiences. International Journal of Developmental Disabilities 0:0, pages 1-15.
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Oscar Espinoza, Luis Eduardo González, Noel McGinn & Dante Castillo. (2021) Engaging dropouts with differentiated practices: some evidence from Chile. Research Papers in Education 36:6, pages 637-656.
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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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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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Gigi Hofer, Nancy E. Perry, Arttu Mykkanen & Charlotte Brenner. (2021) Youths’ Perceptions of How their Self-Determination was Supported in Alternative Programs. Journal of Education for Students Placed at Risk (JESPAR) 26:1, pages 45-69.
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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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David T. Lardier, Kathryn G. Herr, Carrie Bergeson, Pauline Garcia-Reid & Robert J. Reid. (2020) Locating disconnected minoritized youth within urban community-based educational programs in an Era of Neoliberalism. International Journal of Qualitative Studies in Education 33:4, pages 404-420.
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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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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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Craig Johnston & Simon Bradford. (2019) Alternative spaces of failure. Disabled ‘bad boys’ in alternative further education provision. Disability & Society 34:9-10, pages 1548-1572.
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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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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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Brenda Spotton Visano & Imo Ek-Udofia. (2017) Inclusive financial literacy education for inspiring a critical financial consciousness: an experiment in partnership with marginalised youth. International Journal of Inclusive Education 21:7, pages 763-774.
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Maggie Callingham. (2017) From discrete intervention to engage marginalised students to whole-school initiative to engage all students. International Journal of Inclusive Education 21:2, pages 131-145.
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Samantha McMahon, Valerie Harwood, Gawaian Bodkin-Andrews, Sarah O’Shea, Anthony McKnight, Paul Chandler & Amy Priestly. (2017) Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice. Pedagogy, Culture & Society 25:1, pages 43-58.
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Johan Botha & Elias Kourkoutas. (2016) A community of practice as an inclusive model to support children with social, emotional and behavioural difficulties in school contexts. International Journal of Inclusive Education 20:7, pages 784-799.
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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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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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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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Martin Mills, Glenda McGregor, Aspa Baroutsis, Kitty Te Riele & Debra Hayes. (2016) Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education 57:1, pages 100-115.
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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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Martin Mills, Sheila Riddell & Eva Hjörne. (2015) After exclusion what?. International Journal of Inclusive Education 19:6, pages 561-567.
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Articles from other publishers (24)
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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Konstantinos Zervoudakis, Konstantinos Mastrothanasis, Stelios Tsafarakis, Evangelia Krassadaki & Anastasios Kyriakidis. (2023) Evaluating Principals’ Satisfaction with Selection Processes in Second Chance Schools: A Multicriteria Approach. Journal of the Knowledge Economy.
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Stefanie Plage, Stephanie Cook, Jenny Povey, Emily Rudling, Kitty te Riele, Lisa McDaid & Mark Western. (2022)
Connection, connectivity and choice: Learning during
COVID
‐19 restrictions across mainstream schools and Flexible Learning Programmes in Australia
. Australian Journal of Social Issues 58:1, pages 212-231.
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Charlotte Fortems, Bart Hansen & Inge Glazemakers. (2023) Characteristics of youth in alternative education settings: A scoping literature review. Children and Youth Services Review 145, pages 106759.
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Kitty te Riele, Tim Corcoran, Fiona MacDonald, Alison Baker & Julie WhiteKitty te Riele, Tim Corcoran, Fiona MacDonald, Alison Baker & Julie White. 2023. Incarcerated Young People, Education and Social Justice. Incarcerated Young People, Education and Social Justice
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Marianne Takvam Kindt & Kaja Reegård. (2021) Outsiders Looking in. The Re-enrolment Struggles of Early School Leavers in Norway. YOUNG 30:3, pages 265-280.
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Nigel Howard. 2022. Arts-based Practices with Young People at the Edge. Arts-based Practices with Young People at the Edge
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146
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Jennifer A. Vadeboncoeur, Natalia Panina-Beard & Renira E. Vellos. (2021) Moral imagining in student-teacher relationships in alternative programs: Elaborating a theoretical framework. Learning, Culture and Social Interaction 30, pages 100470.
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Jeff Thomas & Christopher Rayner. (2021) A Preliminary Study of Students With Disabilities in ‘Flexi’ Education Settings. Australasian Journal of Special and Inclusive Education 45:1, pages 76-89.
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Sofia A Santos, Cosmin Nada, Eunice Macedo & Helena C Araújo. (2020) What do young adults’ educational experiences tell us about Early School Leaving processes?. European Educational Research Journal 19:5, pages 463-481.
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Oscar Espinoza, Luis González, Noel McGinn & Dante Castillo. (2019) Alternative Education Programs for High School Age Students in Chile. Education and Urban Society 52:4, pages 561-589.
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Andrew Bills, David Armstrong & Nigel Howard. (2019) Scaled-up ‘safety-net’ schooling and the ‘wicked problem’ of educational exclusion in South Australia: problem or solution?. The Australian Educational Researcher 47:2, pages 239-261.
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Juan Carlos González-Faraco, Antonio Luzón-Trujillo & Celia Corchuelo-Fernández. (2019) Initial vocational education and training in a second chance school in Andalusia (Spain): A case study. The Australian Educational Researcher 46:5, pages 827-842.
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Fiona J MacDonald, Dorothy Bottrell & Bethany Johnson. (2018) Socially transformative wellbeing practices in flexible learning environments: Invoking an education of hope. Health Education Journal 78:4, pages 377-387.
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Eunice Macedo, Sofia A. Santos & Helena C. Araújo. (2018) How can a second chance school support young adults’ transition back to education?. European Journal of Education 53:4, pages 452-455.
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Michael Christodoulou, Pandelis Kiprianos & Elena Papachristopoulou. (2018) Becoming a Lifelong Learner through Life Disruptions: Exploring Motivational Pathways in Second Chance Schools’ Students. Sociological Research Online 23:3, pages 606-621.
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Therese M. Cumming, Sue O’Neill & Iva Strnadová. 2018. The Palgrave Handbook of Education Law for Schools. The Palgrave Handbook of Education Law for Schools
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Aspa Baroutsis & Martin Mills. 2018. Interrogating Belonging for Young People in Schools. Interrogating Belonging for Young People in Schools
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Janina Brede, Anna Remington, Lorcan Kenny, Katy Warren & Elizabeth Pellicano. (2017) Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school. Autism & Developmental Language Impairments 2, pages 239694151773751.
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Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra HayesGlenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra Hayes. 2017. Re-imagining Schooling for Education. Re-imagining Schooling for Education
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Stewart Riddle & David CleaverStewart Riddle & David Cleaver. 2017. Alternative Schooling, Social Justice and Marginalised Students. Alternative Schooling, Social Justice and Marginalised Students
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Aspa Baroutsis, Martin Mills, Glenda McGregor, Kitty te Riele & Debra Hayes. (2016) Student voice and the community forum: finding ways of ‘being heard’ at an alternative school for disenfranchised young people. British Educational Research Journal 42:3, pages 438-453.
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Stefanie Plage, Stephanie Cook, Jenny Povey, Emily Rudling, Kitty te Riele, Lisa McDaid & Mark Western. (2022) Connection, Connectivity, and Choice: Learning During COVID-19 Restrictions Across Mainstream Schools and Flexible Learning Programs in Australia. SSRN Electronic Journal.
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