4,490
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      scite_
       
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The perspectives of 'disengaged' students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms

      research-article
      Bookmark

            Abstract

            In addressing educational disengagement, government policy in England focuses primarily on raising the age of educational participation, promoting vocationalism and directing resources at the population of young people not engaged in any education, employment or training (NEETs). However, 'disengagement' is a more fluid and dynamic concept than policy allows for and is visible within a wide range of students, even those deemed to be engaged by their presence in education and educational settings. This paper presents students' accounts of their educational experiences which suggest that the context of the classroom, student–teacher relationships, peer relationships and pedagogical methods used in classrooms are salient factors in understanding engagement.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2013
            : 11
            : 2
            : 112-126
            Article
            1474-8460(20130701)11:2L.112;1- s3.phd /ioep/clre/2013/00000011/00000002/art00003
            10.1080/14748460.2013.799808
            3ba9b540-ee25-4816-a503-f6e513151f81
            Copyright @ 2013
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            STUDENT-TEACHER RELATIONSHIPS,CLASSROOM CONTEXTS,EDUCATIONAL DISENGAGEMENT,EDUCATION REFORMS,STUDENT ENGAGEMENT

            Comments

            Comment on this article