ERIC Number: EJ1233694
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2752
EISSN: N/A
The Role of Flexible Learning Programs in Enabling Behavioural Engagement
Emotional & Behavioural Difficulties, v24 n4 p405-420 2019
This study investigates the change in students' behavioural engagement as a result of participation in a Flexible Learning Program. Using an understanding of engagement as both a process and a relationship between the students and their school, we sought to determine whether students' attendance, participation, and conduct were different after the program compared with before enrolment. To achieve this, we used a range of data sources which involved both student and teacher voice, collected prior, during, and after the program. Data from the program's complete cohort of 46 students, collected over a span of five years, were analysed and findings revealed that students' behavioural engagement not only increased within the program but maintained at significantly improved levels after students returned to their mainstream 'host' school. These findings provide a response to some common critiques of Flexible Learning Programs and add to the evidence of the role that they can play in the reengagement of disengaged students.
Descriptors: Flexible Progression, Learner Engagement, Student Behavior, Attendance Patterns, Student Participation, Student Attitudes, Foreign Countries, Disadvantaged Youth, High School Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A