Tag Archives: alternative education

consulting about quality

We have now completed sixteen case studies of alternative education provision across England, Northern Ireland, Wales and Scotland. We are also about to consult with some key stakeholders in the field – academics and alternative education providers. The literature review published here as blog posts, is the basis of the questions for this initial consultation. […]

Issues in monitoring and measuring the quality of alternative education

Regardless of what approach to quality is taken, there are still difficulties in the evaluating quality in alternative education which require additional consideration. These include: (1)  Who decides what counts as a valuable outcome? Most of the literature on the outcomes of alternative education offers strongly futures-oriented goals of the kind that policy-makers, education systems […]

what happens to young people who have been in alternative education?

Many researchers have lamented the lack of available data on the outcomes of alternative education. There is a great deal of case study research across alternative education programmes – this largely focuses on best practices. There is also research which evaluates individual programmes, and a little of this is longitudinal (e.g. Carswell, Hanlon, O’Grady, Watts, […]

organisational challenges for alternative education

Selecting and training staff Some US school districts require staff who work in alternative provision to possess the highest levels of teacher qualifications as well as additional training in relevant areas such as counselling, special education and therapeutic approaches (Foley & Pang, 2006). However, many US states also face chronic shortages of staff and have […]

evaluation practices in alternative education

National and international researchers (e.g. Aron, 2006; Gutherson, Davies, & Daskiewicz, 2011; Thomson & Russell, 2009; White, Martin, & Jeffes, 2012) suggest that alternative education providers are not always good at stating what are their programme goals, their expectations for students, and how these will be monitored and measured. OfSTED (2011) were particularly concerned about […]

who attends and what is on offer?

Two key issues that are highlighted in the literatures are related to WHO is enrolled in alternative education and WHAT IS ON OFFER to them. (1) Enrolment There are three issues of concern related to enrolment – (a) who is on the roll, (b) referral processes and (c) barriers to access. (a)   Who is on […]

‘Best practices’ in alternative education

A national survey conducted by the US Department of Education (Carver, Lewis, & Tice, 2010) produced a list of ‘findings’ about the best alternative education on offer to American young people : Personal Issues –      Finding One – Students want respect and acceptance for who they are and what their abilities are. –      Finding Two […]

mapping the field of alternative education

The US scholar Aron (2003, 2006; Aron & Zweig, 2003) has argued that developing a typology of alternative education provision  is not reflective of what actually happens. She suggested that in reality the practice in alternative education programmes and schools has always showed blurred and overlapping elements. Together with Zweig (2003) she analysed ways of categorising […]