Re-engaging disaffected pupils in learning: Insights for policy and practice

Improving Schools

Volumn 9, Issue 1, 2006, Pages 17-31

  Riley, Kathryn ^a   Ellis, Steve ^b   Weinstock, Wendy ^c   Tarrant, Jim ^b   Hallmond, Sherry ^b,d  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b Margaret McMillan House Outdoor Education Centre   (United Kingdom)

^c University of Greenwich ^*

^d UNIVERSITY OF GREENWICH   (United Kingdom)

Author keywords

challenging contexts; disaffection; inclusion; learning environment; outdoor learning; urban schools

Indexed keywords

EID: 84993790572     PISSN: 13654802     EISSN: None     Source Type: Journal    
DOI: 10.1177/1365480206061994     Document Type: Article

References (18)

1. Ellis, S. (2002) The fieldwork experience: its themes and clusters ofrelevant meaning. Unpublished MA thesis, London Institute of Education, London.
2. Fox, P. & Avramidis, E. (2003) An evaluation of an outdoor education programme for students with emotionaland behavioural difficulties. Emotional and Behavioural Difficulties, 8(4), 267-283.
3. Kern, E. L. & Carpenter, J. R. (1996) The effect of field activities on student learning. Journal of Geological Education, 34, 148-183.
4. Levin, B. (1999) Putting students at the centre in educational reform. Journal of Educational Change, 1(2), 155-172.
5. London Challenge Design Collaborative (2005) Re-engaging Disaffected Students in Learning: Video -New Ways of Learning. London: London Challenge Design Collaborative. Produced by Occasions Video Photography, available from Thomas Tallis School.
6. MacBeath, J., Myers, K. & Demetriou, H. (2001) Supporting teachers in consulting pupils about aspects of teaching andlearning, and evaluating impact. Forum, 43(2), 78-82.
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8. Nundy, S. J. (1999) The fieldwork effect: an exploration of the role andimpact of fieldwork at Key Stage Two. Unpublished doctoral thesis, University ofSouthampton, Southampton.
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10. Parsons, C. (1999) Education, Exclusion and Citizenship. London: Routledge Press.
11. Pollard, A. & Triggs, P. with Broadfoot, P., McNess, E. & Osborn M. (2000) What Pupils Say: Changing Policy and Practice inPrimary Education. London: Continuum.
12. Riley, K. & Docking, J. (2004) Voices of disaffected pupils: implications for policy and practice. British Journal of Educational Studies, 52(2), 166-179.
13. Riley, K. & Rustique-Forrester, E. (2002) Working with Disaffected Students: Why Students Lose Interest in School and What We Can Do about It. London: Chapman Sage.
14. Riley, K. with Ellis, S., Hallmond, S., Johnson, J., Seddon, J., Smith, K., Tarrant, J. & Weinstock, W. (2005) Re-engaging Disaffected Students in Learning: Booklet One - Sharing Our Learning. London: London Challenge Design Collaborative,Thomas Tallis School.
15. Ruddock, J. & Flutter, J. (2000) Pupil participation and pupil perspective: craving a new order of experience. Cambridge Journal of Educational Change, 30(10), 75-89.
16. Shaw, M. (2005) Teachers dismiss Blair’s blueprint. Times Educational Supplement, 22 July, p. 4.
17. Slater, J. (2005a) Exclude for just 3 days. Times Educational Supplement, 24 June, p. 1.
18. Slater, J. (2005b) Boys’ exclusions hit five-year high. Times Educational Supplement, 1 July, p. 2.