Distance travelled: outcomes and evidence in flexible learning options

Thomas, Joseph, McGinty, Sue, Te Riele, Kitty, and Wilson, Kimberley (2017) Distance travelled: outcomes and evidence in flexible learning options. Australian Educational Researcher, 44 (4-5). pp. 443-460.

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Abstract

Abstract Flexible learning options (FLOs) provide individualised learning pathways for disengaged young people with strong emphasis on inclusivity and wellbeing support. Amidst a rapid expansion of Australia’s flexible learning sector, service providers are under increasing pressure to substantiate participant outcomes. This paper stems from a national study of the value of FLOs to young people and the broader Australian community. The study enumerates the outcomes valued by flexible learning practitioners, as well as the various evidence forms they cite to substantiate participant outcomes. Framing success as ‘distance travelled’ (i.e. an individual’s progress relative to his or her own starting point), practitioners demonstrate critical awareness of the social and structural mechanisms by which young people are marginalised from mainstream schooling. Holistic assessment practices also reveal practitioners’ efforts to expand the terms of reference by which educational outcomes may be validated in alternative education settings.

Item ID: 51341
Item Type: Article (Research - C1)
ISSN: 2210-5328
Keywords: alternative education; educational outcomes; accountability; evidence; distance travelled
Funders: Australian Research Council (ARC)
Projects and Grants: ARC Linkage grant LP130100344
Date Deposited: 26 Oct 2017 01:09
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 75%
93 EDUCATION AND TRAINING > 9304 School/Institution > 930403 School/Institution Policies and Development @ 25%
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