Search Results | VOCEDplus, the international tertiary education and research database

Add to My selection

An evaluation of alternative education initiatives

This report contains the findings from a study into alternative education initiatives (AEIs) for young people in th... Show more
This report contains the findings from a study into alternative education initiatives (AEIs) for young people in the UK. The overall aim of the research was to evaluate alternative educational provision for young people permanently excluded from school or out of school for other reasons such as non-attendance. The research examines the effectiveness of alternative educational provision in re-engaging disaffected youth. Effectiveness is measured in terms of the success of AEIs in returning pupils to mainstream education, educational attainment, post-16 outcomes and reducing anti-social behaviour, including offending. The report focuses on the effectiveness of alternative educational provision in six AEIs and is not representative of all AEIs. It covers: an overview of the research; operational aspects of AEIs; characteristics and educational histories of program participants; outcomes in terms of educational attainment and attitudes to learning, behavioural change, attendance levels, and differences in offending levels; retention, aspirations and destinations of students from AEIs; staff and student views on effective practice in alternative provision; and issues of cost. The research revealed that the majority of students respond positively to the educational provision offered by the case study AEIs. The lack of success of a number of young people is largely accounted for by the variety of types of youth being allocated to alternative educational provision combined with the limited resources available. The authors warn that some of the quantitative and economic conclusions reached in the study are affected by the availability of reliable information about young people when they leave mainstream education. The findings reveal a direct correlation between resources and positive outcomes, and suggest the need for more and sustained funding to provide the support required for excluded pupils. Show less

Authors: Kendall, Sally; Kinder, Kay; Halsey, Karen; Fletcher-Morgan, Charlotte ... [+] Show more

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2003

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Youth; Outcomes; Finance ... [+] Show more
Add to My selection

An exploration of training and support issues for those working with children, young people and families from Traveller, Irish Traveller, Gypsy, Roma and Show People Communities

This research project was commissioned by the [UK] Children’s Workforce Development Council (CWDC) to explore the r... Show more
This research project was commissioned by the [UK] Children’s Workforce Development Council (CWDC) to explore the range of issues around working with Travellers, Irish Travellers, Gypsies, Roma and Show People, as well as the support and training available to staff involved. The research was conducted between November 2007 and July 2008. It was divided into two main stages: a literature review and a further investigation of current practice and training. The study found that the Gypsy, Roma, Traveller (GRT)-focused training delivered by and for local authorities was generally provided by individuals from Traveller Education and Minority Ethnic Achievement Services. Informal techniques for delivering training were favoured. Factors contributing to successful training and learning opportunities included: involving GRT community members in training; ensuring the quality of training; using a structured, sequenced and interactive manner; tailoring training to specific contexts; focusing on attitudes, awareness and practice; creating opportunities for reflection; taking account of the importance of multi-agency work; and ensuring strategic support from local authorities and a more integrated approach. A key barrier preventing professionals accessing training was the limited availability of support, information and training focussing on GRT communities. GRT issues were not included in much of the wider anti-racism or diversity training commonly delivered to professionals working with children, young people and families.
Excerpts from summary on NFER website reprinted by permission of the copyright owner. Show less

Authors: Robinson, Mark; Martin, Kerry; Haines, Ben; Kinder, Kay ... [+] Show more

Corporate authors: National Foundation for Educational Research in England and Wales (NFER)

Date: 2009

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Subjects: Disadvantaged; Workforce development; Demographics ... [+] Show more
Add to My selection

Making the links between teachers' professional standards, induction, performance management and continuing professional development

In 2003, the National Agreement set out measures to raise standards and tackle workloads. Alongside these measures,... Show more
In 2003, the National Agreement set out measures to raise standards and tackle workloads. Alongside these measures, the National Agreement set out workforce reforms. These reforms ushered in a new professionalism for teachers, encompassing new professional standards for teachers; performance management arrangements for teachers and headteachers; and the promotion of professional development as an integral part of a teacher's everyday life. This report sets out the findings from a study evaluating the extent to which 'new professionalism' has been introduced in schools, and its impact on teaching and learning. For the purposes of the research, 'new professionalism' is taken to include professional standards, performance management, ongoing continuing professional development (CPD) and newly qualified teacher (NQT) induction. The report's findings were drawn from a literature review and survey returns from: 707 headteachers; 1392 teachers; 355 newly qualified teachers (NQTs)/2nd year teachers; 441 induction tutors; 955 governors; and 57 local authority (LA) officers. The average response rate across respondent groups was 20 per cent.
Published abstract. Show less

Authors: Walker, Matthew; Jeffes, Jennifer; Hart, Ruth; Lord, Pippa ... [+] Show more

Corporate authors: National Foundation for Educational Research in England and Wales (NFER)

Date: 2011

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Department for Education research report

Subjects: Research; Providers of education and training; Workforce development ... [+] Show more

Sort by

Filter by authors

Filter by subjects

Filter by keywords

Filter by geographic subjects

Filter by resource type

Filter by date

An evaluation of alternative education initiatives

An exploration of training and support issues for those working with children, young people and families from Traveller, Irish Traveller, Gypsy, Roma and Show People Communities

Making the links between teachers' professional standards, induction, performance management and continuing professional development