Glenda McGregor

Community solutions for schooling engagement: Two Australian case studies

Publisher: Informa UK Limited

Date: 20-04-2022

DOI: 10.1080/14681366.2022.2068050

Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’

Publisher: Informa UK Limited

Date: 08-2012

DOI: 10.1080/13603116.2010.529467

Towards an understanding of curricular justice and democratic schooling

Publisher: Routledge

Date: 08-09-2023

DOI: 10.4324/9781003451631-9

Pedagogic voice: student voice in teaching and engagement pedagogies

Publisher: Informa UK Limited

Date: 16-09-2016

DOI: 10.1080/14681366.2015.1087044

Excluded from school: getting a second chance at a ‘meaningful’ education

Publisher: Informa UK Limited

Date: 28-10-2014

DOI: 10.1080/13603116.2014.961684

Student engagement in schools serving marginalised communities

Publisher: Informa UK Limited

Date: 23-07-2021

DOI: 10.1080/13603116.2021.1956605

Teaching in the ‘margins’: rekindling a passion for teaching

Publisher: Informa UK Limited

Date: 08-11-2012

DOI: 10.1080/01425692.2012.740813

Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

Publisher: MDPI AG

Date: 06-09-2018

DOI: 10.3390/EDUCSCI8030138

Abstract: The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is more likely to be compromised. Nurturing SOBAS is positively associated with the retention of students who are at-risk of dropping out of, thereby being an aspirational goal of education. Methods: The findings of a systematic literature review related to young adolescents and the importance of SOBAS forms a focused literature base. We highlight findings from a study that explored the effectiveness of engagement strategies for marginalized students in one educational jurisdiction in Australia. Data in the form of a series of interviews and focus groups conducted with 25 students, 25 of their teachers, and 39 school leaders provides a rich data set for thematic content analysis. Inductive analysis and in vivo coding led to a framework that summarized each of the sub-group data sets to convey emergent themes. Results: Five themes related to SOBAS emerged from the data: (a) Relationships in School (b) School Climate (c) Pedagogical Practices (d) Specific Programs and Activities and (e) Other Issues, mainly variables such as family, mental health, trauma and poverty that impacted on a student’s SOBAS. Conclusion: The systematic literature review and the findings of the empirical study presented in this paper highlight aspects of SOBAS that can be formalized into a series of strategies to increase retention of marginalized students.

Two contrasting Australian Curriculum responses to globalisation: what students should learn or become

Publisher: Wiley

Date: 02-01-2014

DOI: 10.1080/09585176.2013.872048

Towards an understanding of curricular justice and democratic schooling

Publisher: Informa UK Limited

Date: 13-09-2022

DOI: 10.1080/00220620.2021.1977262

Re-imagining Schooling for Education

Publisher: Palgrave Macmillan UK

Date: 2017

DOI: 10.1057/978-1-137-59551-5

Re-engaging Young People in Education

Publisher: Routledge

Date: 17-12-2013

DOI: 10.4324/9781315880433

Linkage Projects - Grant ID: LP120100141

Start Date: 03-2012

End Date: 03-2015

Amount: $90,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP210100098

Start Date: 06-2022

End Date: 06-2025

Amount: $179,998.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP120100620

Start Date: 2012

End Date: 12-2016

Amount: $287,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP190100398

Start Date: 11-2020

End Date: 11-2023

Amount: $154,060.00

Funder: Australian Research Council