Schooling practices for marginalized students - practice-with-hope

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dc.contributor.author Te Riele, Kitty en_US
dc.date.accessioned 2009-12-21T02:38:38Z
dc.date.available 2009-12-21T02:38:38Z
dc.date.issued 2006 en_US
dc.identifier 2006004971 en_US
dc.identifier.citation Te Riele Katarina 2006, 'Schooling practices for marginalized students - practice-with-hope', Taylor and Francis, vol. 10, no. 1, pp. 59-74. en_US
dc.identifier.issn 1360-3116 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/5490
dc.description.abstract Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around 'care'. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on a recognition of teaching as a caring profession and of the emotional dimension of schooling. These findings provide evidence for 'practice-with-hope', indicating that critique of aspects of school effectiveness research can provide an alternative approach for schools to make a difference en_US
dc.publisher Taylor and Francis en_US
dc.relation.isbasedon en_US
dc.title Schooling practices for marginalized students - practice-with-hope en_US
dc.parent International Journal of Inclusive Education en_US
dc.journal.volume 10 en_US
dc.journal.number 1 en_US
dc.publocation Milton Park, UK en_US
dc.identifier.startpage 59 en_US
dc.identifier.endpage 74 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130300 en_US
dc.personcode 930811 en_US
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.description.keywords NA en_US
dc.staffid 930811 en_US


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