Page 225 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 225
what can we learn from second-chance education programmes for adults ...
alternative schools in the USA, Second-chance schools in Italy) (European
Commission, 2013; USA State University, 2016) reported the prime advan-
tage of such programmes lies in the flexibility of their own time, which
enables them to form close relationships with ESLers and their families.
This is especially important at the beginning of the educational process
when they set the learning goals and plans together. In this way, this pro-
cess can be personalised and forms the basis of an individualised learning
plan. Teachers also support their students in setting reasonable and adap-
tive rules and regulations that consider a student’s availability and other
obligations. Riele (2000) concludes that such an approach enables alienat-
ed and disadvantaged students to be educated in more constructive ways.
A supportive learning environment
One of the important aims of many second-chance education programmes
(e.g. USA Big Picture Learning School, USA alternative schools) is to create
a suitable and flexible learning environment where, instead of discipline or
correction, the environment is caring and emphasises learners’ strengths
(McGregora et al., 2015; Mills & McGregor 2014). Different studies (e.g.
Franklin et al., 2007; Saunders, Jones, Bowman, Loveder, & Brooks 2003;
Wang, Haertel, & Walberg, 1997; Wyn, Stokes, & Tyler, 2004) confirm that
in such learning environments there are fewer incidents of violence, higher
attendance levels, lower dropout rates, increased participation in extracur-
ricular activities, meaningful relationships with peers and staff, and stu-
dents’ greater sense of belonging. Students from the Big Picture Learning
second-chance school in the USA reported that when behavior problems
occur the teachers negotiate with them honestly and also firmly. If students
are not ready to participate, they are not penalised but are asked to take
time off and come back when they feel ready to start afresh. Students re-
ported that in this way they feel the teachers never give up on them. ESLers
who attend second-chance education often come from socially disadvan-
taged environments. Teachers from the USA alternative schools report
that when entering second-chance education ESLers often need to be taken
care of (e.g. warm drink, some food, understanding interaction etc.) before
making an educational plan. They thereby feel like persons in the process,
which motivates them for future participation (Big Picture Learning, 2016;
USA State University, 2016).
225
alternative schools in the USA, Second-chance schools in Italy) (European
Commission, 2013; USA State University, 2016) reported the prime advan-
tage of such programmes lies in the flexibility of their own time, which
enables them to form close relationships with ESLers and their families.
This is especially important at the beginning of the educational process
when they set the learning goals and plans together. In this way, this pro-
cess can be personalised and forms the basis of an individualised learning
plan. Teachers also support their students in setting reasonable and adap-
tive rules and regulations that consider a student’s availability and other
obligations. Riele (2000) concludes that such an approach enables alienat-
ed and disadvantaged students to be educated in more constructive ways.
A supportive learning environment
One of the important aims of many second-chance education programmes
(e.g. USA Big Picture Learning School, USA alternative schools) is to create
a suitable and flexible learning environment where, instead of discipline or
correction, the environment is caring and emphasises learners’ strengths
(McGregora et al., 2015; Mills & McGregor 2014). Different studies (e.g.
Franklin et al., 2007; Saunders, Jones, Bowman, Loveder, & Brooks 2003;
Wang, Haertel, & Walberg, 1997; Wyn, Stokes, & Tyler, 2004) confirm that
in such learning environments there are fewer incidents of violence, higher
attendance levels, lower dropout rates, increased participation in extracur-
ricular activities, meaningful relationships with peers and staff, and stu-
dents’ greater sense of belonging. Students from the Big Picture Learning
second-chance school in the USA reported that when behavior problems
occur the teachers negotiate with them honestly and also firmly. If students
are not ready to participate, they are not penalised but are asked to take
time off and come back when they feel ready to start afresh. Students re-
ported that in this way they feel the teachers never give up on them. ESLers
who attend second-chance education often come from socially disadvan-
taged environments. Teachers from the USA alternative schools report
that when entering second-chance education ESLers often need to be taken
care of (e.g. warm drink, some food, understanding interaction etc.) before
making an educational plan. They thereby feel like persons in the process,
which motivates them for future participation (Big Picture Learning, 2016;
USA State University, 2016).
225
