1,548
Views
1
CrossRef citations to date
0
Altmetric
Articles

It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students

ORCID Icon, , , & ORCID Icon
Pages 1258-1273 | Received 21 Dec 2019, Accepted 21 Jul 2020, Published online: 10 Aug 2020

References

  • ABS. 2018. “Australian Bureau of Statistics (2018) Schools, Australia, 2018.” In Table 90a. Key Information, by States and Territories, data cube: Excel spreadsheet, cat. no. 4221.0 viewed 22 May 2019. https://www.abs.gov.au/ausstats/[email protected]/mf/4221.0.
  • AITSL. 2011. Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures. Canberra: AITSL.
  • AITSL. 2016. Guidance for the Accreditation of Initial Teacher Education in Australia. http://www.aitsl.edu.au/docs/default-source/initial-teacher-educationresources/guidance-for-the-accreditation-of-initial-teacher-education-in-australia.pdf.
  • AITSL. 2017. “Australian Professional Standards for Teachers.” http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.
  • Australian Curriculum Assessment and Reporting Authority. 2018. NAPLAN Achievement in Reading, Writing, Language Conventions and Numeracy: National Report for 2018. Sydney: ACARA.
  • Australian Institute for Teaching and School Leadership. 2015. Action Now: Selection of Entrants Into Initial Teacher Education, Guidelines. Melbourne: AITSL. https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl-selection-guidelines.pdf?sfvrsn=cef9ec3c_0.
  • Bahr, N., and S. Mellor. 2016. Building Quality in Teaching and Teacher Education. Melbourne, Australia: ACER.
  • Barber, M., and M. Mourshed. 2007. How the World’s Best-Performing Schools Systems Come Out on Top. London: McKinsey & Company.
  • Bland, P., E. Church, S. Neill, and P. Terry. 2008. “Lessons From Successful Alternative Education: A Guide for Secondary School Reform.” Eastern Education Journal 37 (1): 29–42.
  • Brunetti, G. J. 2006. “Resilience Under Fire: Perspectives on the Work of Experienced, Inner City High School Teachers in the United States.” Teaching and Teacher Education 22 (7): 812–825. doi: 10.1016/j.tate.2006.04.027
  • Call, K. 2018. “Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy.” Australian Journal of Teacher Education 43 (3): 93–108. doi: 10.14221/ajte.2018v43n3.6
  • Dagkas, S., T. Benn, and H. Jawad. 2011. “Multiple Voices: Improving Participation of Muslim Girls in Physical Education and School Sport.” Sport, Education and Society 16 (2): 223–239. doi: 10.1080/13573322.2011.540427
  • Department for Education. 2013. Teachers’ Standards. Guidance for School Leaders, School Staff and Governing Bodies. UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf.
  • Department of Education. 2016. Student Engagement and Retention Policy. TAS. https://www.education.tas.gov.au/documentcentre/Documents/Student-Engagement-and-Retention-Policy.pdf.
  • Dinham, S. 2013. “The Quality Teaching Movement in Australia Encounters Difficult Terrain: A Personal Perspective.” Australian Journal of Education 57 (2): 91–106. doi:10.1177/0004944113485840.
  • Francis, B., M. Mills, and R. Lupton. 2017. “Towards Social Justice in Education: Contradictions and Dilemmas.” Journal of Education Policy 32 (4): 414–431. doi: 10.1080/02680939.2016.1276218
  • Gay, G. 2010. Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
  • Gutherson, P., H. Davies, and T. Daszkiewicz. 2011. Achieving Successful Outcomes Through Alternative Education Provision: an International Literature Review. Berkshire: CfBT Education Trust.
  • Hancock, K. J., and S. Zubrick. 2015. Children and Young People at Risk of Disengagement From School. Perth, WA, Australia: Commissioner for Children and Young People.
  • Harris, A. T. 2019. “The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness”.
  • Hattie, J. 2003. Teachers Make a Difference: What is the Research Evidence?. Melbourne, VIC: Australian Council for Educational Research.
  • Hazeldine, E. 2017. “Changing Student Perceptions To Increase Success In Alternative Education Settings.” Unpublished Masters Thesis, University of Melbourne.
  • Hsieh, H. F., and S. E. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15 (9): 1277–1288. doi: 10.1177/1049732305276687
  • Johns, N., and D. Parker. 2017. A Successful Journey: Defining the Measures of Success for Young People in Flexible Learning Programs. Melbourne: Bayside Glen Eira Kingston LLEN.
  • Jordan, A. W., K. H. Jordan, and T. S. Hawley. 2017. “Purpose and Passion: The Rationales of Public Alternative Educators.” The Journal of Social Studies Research 41 (4): 263–273. doi: 10.1016/j.jssr.2017.01.004
  • Kauchak, D. P., and P. D. Eggen. 1993. Learning and Teaching. New York: Allyn Bacon.
  • Koutsoulis, M. 2003. “The Characteristics of the Effective Teacher in Cyprus Public High School: The Students’ Perspective.” Paper presented at the The Annual Meeting of the American educational research Association, Chicago.
  • Lamb, S., J. Jackson, A. Walstab, and S. Huo. 2015. Educational Opportunity in Australia 2015: Who Succeeds and who Misses out. Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.
  • Lange, C. M., and S. J. Sletten. 2002. Alternative Education: A Brief History and Research Synthesis. Alexandria, VA: National Association of State Directors of Special Education Alexandria.
  • Longaretti, L., and D. Toe. 2017. “School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights From the Coal Face.” Australian Journal of Teacher Education 42 (4): 1–18. doi: 10.14221/ajte.2017v42n4.2
  • McBer, H. 2001. “Research Into Teacher Effectiveness.” Early Professional Development Of Teachers 68 (216): 1–69.
  • McGregor, G., and M. Mills. 2012. “Alternative Education Sites and Marginalised Young People: ‘I Wish There Were More Schools Like This One’.” International Journal of Inclusive Education 16 (8): 843–862. doi: 10.1080/13603116.2010.529467
  • McGregor, G., M. Mills, K. te Riele, and D. Hayes. 2015. “Excluded from School: Getting a Second Chance at a ‘Meaningful’ Education.” International Journal of Inclusive Education 19 (6): 608–625. doi:10.1080/13603116.2014.961684.
  • McLachlan, R., G. Gilfillan, and J. Gordon. 2013. Deep and Persistent Disadvantage in Australia. Canberra: Australian Government. Productivity Commission.
  • Mills, M., and G. McGregor. 2016. “Alternative Education: Providing Support to the Disenfranchised.” International Journal of Child, Youth and Family Studies 7 (2): 198–217. doi: 10.18357/ijcyfs72201615718
  • Mills, M., and G. McGregor. 2017, July 27. “Alternative Education.” In Oxford Research Encyclopedia of Education. Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-40.
  • Mills, M., G. McGregor, A. Baroutsis, K. Te Riele, and D. Hayes. 2016. “Alternative Education and Social Justice: Considering Issues of Affective and Contributive Justice.” Critical Studies in Education 57 (1): 100–115. doi: 10.1080/17508487.2016.1087413
  • Mitchell, J. 2016. Out of Sight, out of Mind? Exclusion and Inclusion of Students in Victorian Schools. Melbourne, Australia: Youth Affairs Council of Victoria.
  • Mockler, N. 2015. “From Surveillance to Formation? A Generative Approach to Teacher ‘Performance and Development’ in Australian Schools.” Australian Journal of Teacher Education 40 (9). doi:10.14221/ajte.2015v40n9.7.
  • Morgan, A., D. Pendergast, R. Brown, and D. Heck. 2015. “Relational Ways of Being an Educator: Trauma-Informed Practice Supporting Disenfranchised Young People.” International Journal of Inclusive Education 19 (10): 1037–1051. doi: 10.1080/13603116.2015.1035344
  • Morton, B. M. 2015. “Barriers to Academic Achievement for Foster Youth: The Story Behind the Statistics.” Journal of Research in Childhood Education 29 (4): 476–491. doi: 10.1080/02568543.2015.1073817
  • OECD. 2012. Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris: OECD.
  • O’Leary, Z. 2014. The Essential Guide to Doing Your Research Project. 2nd ed. London: Sage.
  • Pennacchia, J., P. Thomson, M. Mills, and G. McGregor. 2016. “Alternative Programmes, Alternative Schools and Social Justice.” Critical Studies in Education 57 (1): 1–5. doi: 10.1080/17508487.2015.1132972
  • Richardson, P. W., and H. M. Watt. 2006. “Who Chooses Teaching and why? Profiling Characteristics and Motivations Across Three Australian Universities.” Asia-Pacific Journal of Teacher Education 34 (1): 27–56. doi: 10.1080/13598660500480290
  • Rockoff, J. E., B. A. Jacob, T. J. Kane, and D. O. Staiger. 2011. “Can You Recognize an Effective Teacher When You Recruit One?” Education Finance and Policy 6 (1): 43–74. doi:10.1162/EDFP_a_00022.
  • Roorda, D. L., H. M. Koomen, J. L. Spilt, and F. J. Oort. 2011. “The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement.” Review of Educational Research 81 (4): 493–529. doi: 10.3102/0034654311421793
  • Savage, G. C., and S. Lewis. 2018. “The Phantom National? Assembling National Teaching Standards in Australia’s Federal System.” Journal of Education Policy 33 (1): 118–142, doi:10.1080/02680939.2017.1325518.
  • Skaalvik, E. M., and S. Skaalvik. 2010. “Teacher Self-Efficacy and Teacher Burnout: A Study of Relations.” Teaching and Teacher Education 26 (4): 1059–1069. doi: 10.1016/j.tate.2009.11.001
  • te Riele, K. 2014. Putting the Jigsaw Together: Flexible Learning Programs in Australia. Final Report. Melbourne.
  • te Riele, K., M. Mills, G. McGregor, and A. Baroutsis. 2017. “Exploring the Affective Dimension of Teachers’ Work in Alternative School Settings.” Teaching Education 28 (1): 56–71. doi:10.1080/10476210.2016.1238064.
  • Terrasi, S., and P. C. de Galarce. 2017. “Trauma and Learning in America’s Classrooms.” Phi Delta Kappan 98 (6): 35–41. doi: 10.1177/0031721717696476
  • Theelen, H., A. Van den Beemt, and P. den Brok. 2019. “Classroom Simulations in Teacher Education to Support Preservice Teachers’ Interpersonal Competence: A Systematic Literature Review.” Computers & Education 129: 14–26. doi: 10.1016/j.compedu.2018.10.015
  • Thomas, J., J. Dyment, and I. Hay. 2018. “‘It Showed me That I was not Dumb’ the Role of Flexible Learning Programmes in Enabling Cognitive (re)-Engagement.” International Journal of Inclusive Education 24 (8): 809–827. doi:10.1080/13603116.2018.1492641.
  • Thomas, J., K. te Riele, and S. Moore. 2018. Consistency in the Messiness: A Report on the Successul Establishment of Flexible Learning Programs. Hobart, Australia: University of Tasmania.
  • Thomson, K., R. da Silva, P. Draper, A. Gilmore, N. Majury, K. V. A. O’Connor, and J. Waite. 2017. “Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences.” Teaching & Learning Inquiry 5 (1): 1–13. doi: 10.20343/5.1.4
  • Thoonen, E. E., P. J. Sleegers, F. J. Oort, T. T. Peetsma, and F. P. Geijsel. 2011. “How to Improve Teaching Practices.” Educational Administration Quarterly 47 (3): 496–536. doi: 10.1177/0013161X11400185
  • Van Eekelen, I., J. Vermunt, and H. Boshuizen. 2006. “Exploring Teachers’ Will to Learn.” Teaching and Teacher Education 22 (4): 408–423. doi: 10.1016/j.tate.2005.12.001
  • Walker, R. J. 2008. “Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative, Quasi-Research Study of In-Service and Pre-Service Teachers’ Opinions.” Educational Horizons 87 (1): 61–68. http://www.jstor.org/stable/42923744.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.