Non formal education provision for youth at risk in … Curric NRS 4 Resources Prod Ped Outcomes...
Transcript of Non formal education provision for youth at risk in … Curric NRS 4 Resources Prod Ped Outcomes...
Non formal education provision for youth at risk in Australia
Cheryl Livock - PhD Candidate, Queensland University of Technology, Australia
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education in Australia – Pirated?? … or Returning to its Roots
Formal Education – age of compulsory attendance Late 1800s – age 12 1960s – age 15 Today – proposed legislation … age 17 – relaxed to prescriptive attitudes Non formal Education Adult volunteer participation Flexible Community based – now becoming more regulated
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Settings for Youth At Risk in Queensland, Australia
Informal Locations for Compulsory Education Flexi School
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Settings for Youth At Risk in Queensland, Australia
Informal Locations for Compulsory Education Alternative School
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Settings for Youth At Risk in Queensland, Australia
Informal Locations for Compulsory Education Technical and Further Education College
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Outcomes for Youth At Risk in Queensland, Australia
TECHNICAL AND FURTHER EDUCATION COLLEGE – Certificate of Attainment or Certificate I, Vocational Access for Youth At Risk
ALTERNATIVE SCHOOL – Individually achieved goals
FLEXI SCHOOL – Year 10 and Year 12 Certificates; Individually achieved goals
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Literacy Curriculum for Youth At Risk in Queensland, Australia
FLEXI SCHOOL – Individual Programming & Brisbane School of Distance Education “Core Curriculum” and “English for living” courses
ALTERNATIVE SCHOOL – Individual
programming
TECHNICAL AND FURTHER EDUCATION COLLEGE – Democratic class vote for “Themes” or “Fund raising Committee” format
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education Practices that Engage Youth At Risk in Qld, Australia
1. Close relationship and support given by staff to students
2. Flexibility available to both students and staff – attendance patterns, curriculum, dress
3. Importance of a high staff to student ratio
4. Literacy programming that targeted student interests and allowed for student input
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Hierarchical Literacy Model
APPENDIX 1
The National Reporting System (NRS), Australia [simplified]
[NRS based on the International Adult Literacy Survey literacy scale (Australian Bureau of Statistics, 1997)] Literacy
Level 1
– Write: simple sentence, fill in basic forms – Read: newspaper difficult
Level 2 – Write: compound sentences – Read: newspaper / not fully understand
Level 3 – Write: complex sentences, 2-3 paragraphs – Read & fully understand newspaper
Level 4 – Write: 3+ paragraphs, well constructed, abstract ideas
& terminology, genres related to social and cultural contexts
– Read: several sources, distinguish fact from opinion, infer purpose
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Language & Pedagogical Models TABLE 2 – LANGUAGE & PEDAGOGICAL COMPOSITE
ASSESSMENT MODEL
Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004)
1. Code Breakers (decoders / functional skills)
Check
2. Text Participants (readers, listeners / comprehension skills)
Check
3. Text Users (writers, speakers / discourse & genre skills)
Check
4. Text Analysis (analysers / critical literacy skills)
Check
i) Grapho /phonic decoding
i) Stated / unstated patterns of meanings …
i) Genres’ form / function i) Cultural &
ideological bias
ii) Punctuation / formatting conventions
- vocabulary - clauses
ii) Genres’ socio-cultural expectations
ii) How author positions reader
ii) Genres’ conventions & components
iii) How gaps, silences, missing points of view – constrain & influence reader
Pedagogical Model: PRODUCTIVE PEDAGOGIES - 4 Dimensions of Practice (Education Queensland, 2001-2003)
1. Intellectual Quality (depth of knowledge)
Check
2. Connected-ness (student knowledge to a widening community knowledge)
Check
3. Supportive Classroom Environment (student ownership, behaviours, teacher scaffolding)
Check
4. Recognition of Difference (belonging and cultural/social inclusivity)
Check
i) Higher Order Thinking i) Knowledge
Integration i) Student Control i) Cultural
Knowledge
ii) Deep Knowledge ii) Background
Knowledge ii) Social Support ii) Inclusivity
iii) Deep Understanding
iii) Connected-ness to the World
iii) Academic Engagement iii) Narrative
iv) Substantive Conversation
iv) Problem based Curriculum
iv) Explicit Quality Performance Criteria
iv) Group Identity
v) Knowledge as problematic v) Self-
regulation v) Citizenship
vi) Metalanguage
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John (TABLE 3)
TABLE 3: Composite Literacy Assessment Model-abbreviated FLEXI SCHOOL STUDENT: JOHN
Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004) 55%
1. Code Breakers i) decoding ii) grammar
2/2
2. Text Participants i) patterns of meanings … - vocabulary - clauses ii) Genres
3/4 X
3. Text Users i) Genres’ form / function ii) Genres’ socio-cultural expectations
1/2 X
4. Text Analysis i) bias ii) author positions reader iii) gaps, constrain influence
0/3 X X X
Pedagogical Model: PRODUCTIVE PEDAGOGIES (Ed Qld, 2001-2003) 58%
1. Intellectual Quality i) Thinking ii) Knowledge iii)Understand iv)Substantive Talk v) Problematize vi)Metalanguage
1/6 X X X X X
2. Connectedness [K = knowledge] i) KLAs integration ii) Background K iii) to the World iv) Problem based Curriculum
3/4 X
3. Supportive Classroom Environment i) Student Control ii) Social Support iii) Academic Engagement iv) Explicit performance criteria v) Self-regulation
3/5 X
X
4. Recognition of Difference i) Culture ii) Inclusivity iii) Narrative iv) Group Identity v) Citizenship
4.5/5 1/2
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John
At Risk Issues - Accommodation: At home youngest of 5 brothers, lived
on a boat & moved around a lot - Disengaged from School: had not attended school
for 2 years [were ‘sort of’ doing distance ed from home]; 2 years at the Flexi [2003 & 2004 / grades 8 & 9]; POOR ON TASK BEHAVIOUR
Literacy - NRS: in 2004 had moved from NRS 1 to working within
NRS 2 - Adult literacy curriculum: English for Living
Language Model: 4 Resources Model - Yes: Code Breaker / Functional aspects of Text Participant
& Text User - No: Text Analysis
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John
Pedagogical Model: Productive Pedagogies … RECOGNITION OF DIFFERENCE: John’s socio-economic
‘culture’ acknowledged and supported [breakfast provided; allowed to go ‘up town’ in breaks]
SUPPORTIVE CLASSROOM ENVIRONMENT: Supplementary & student interest based learning activities; ‘Laid back’ constant encouragement of ON-TASK behaviours; Explicit delivery of BSDE materials
CONNECTEDNESS: Literacy tasks connected to student’s knowledge and grounded in solving real world problems
INTELLECTUAL QUALITY: NO in-depth thinking, knowing, understanding required;
SOME substantive talk regarding learning activities and what they entail
½
x
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John RECOGNITION OF DIFFERENCE:
CULTURAL KNOWLEDGE - within the curriculum [Every day knowledge included eg “Born to Shop” ]
INCLUSIVITY - involved in classroom activities [breakfast provided 3 times a week; “laid back” approach; a lot of “incidental” “unofficial” learning includes student’s interests – eg personalized number plates ]
NARRATIVE / EXPOSITORY - personal stories, information [staff & students sharing stories – describing how things work; local man demonstrated how to make & fly a model aeroplane]
GROUP IDENTITY - group identities/sense of community [individual / flexi school identities –together in one large room]
ACTIVE CITIZENSHIP - democracy taught but practiced only with constant prompting within/without classroom [involved in cooking for and serving luncheon to Probus Meetings, but could behave in an immature way in/out of class] ½
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John SUPPORTIVE CLASSROOM ENVIRONMENT
STUDENT CONTROL - student input/influence on classroom tasks [Supplementary & student interest based learning activities]
SOCIAL SUPPORT - teacher has high expectations for all students [teacher expressed belief John has ability to do well
in life]
ENGAGEMENT - on task behaviour [BIGGEST PROBLEM - In spite of [‘Laid back’ constant encouragement of ON-TASK behaviours teacher said, “It’s hard work getting him to do work” ] x
EXPLICIT PERFORMANCE CRITERIA - frequent, detailed & specific statements about goals [Explicit expectation & teaching of BSDE materials]
SELF-REGULATION - no disruptive behaviour / little or no classroom 'disciplining' talk [BEING A ‘SILLY LITTLE BOY’ pursuing own interests and refusing to complete work] x
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John CONNECTEDNESS
KLA’s INTEGRATION - connect two or more sets of subject area knowledge / blur subject boundaries [Not specifically taking place within the BSDE Literacy curriculum] x
STUDENT’S BACKGROUND KNOWLEDGE - students use their own prior cultural knowledge & previously developed skills [Earlier curriculum knowledge and student’s own ‘cultural’ knowledge drawn on in units with hierarchical skills building]
CONNECTEDNESS TO THE WORLD - real world problem / student's personal experience [All assessment tasks were activities taking place in the ‘real world’ – eg writing cheques]
PROBLEM BASED CURRICULUM - students given 'real' problems to solve [Assessment tasks included problems taking place in the ‘real world’ – eg interpreting a timetable to get to a
destination]
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: John INTELLECTUAL QUALITY
HIGHER ORDER THINKING - ‘Critical’ Thinking … Not part of literacy curriculum & teaching x
DEEP KNOWLEDGE - operational fields covered in depth, detail & level of specificity … Not part of literacy curriculum & teaching x
DEEP UNDERSTANDING - work and response of student provides evidence of depth of understanding of concepts or ideas … Not part of literacy curriculum & teaching x
SUBSTANTIVE CONVERSATION - classroom talk leads to sustained conversational dialogue … between students, and between teachers and students to create or negotiate understanding of subject matter
KNOWLEDGE AS PROBLEMATIC - Not part of literacy curriculum & teaching x
METALANGUAGE - discourses of written and spoken texts … Not part of literacy curriculum & teaching x
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole (TABLE 4)
TABLE 4: Composite Assessment Model-abbreviated FLEXI SCHOOL STUDENT: NICOLE
Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004) 82%
1. Code Breakers i) decoding ii) grammar
2/2
2. Text Participants i) patterns of meanings … - vocabulary - clauses ii) Genres
4/4
3. Text Users i) Genres’ form / function ii) Genres’ socio-cultural expectations
2/2
4. Text Analysis i) bias ii) author positions reader iii) gaps, constrain influence
1/3 X X
Pedagogical Model: PRODUCTIVE PEDAGOGIES (Ed Qld, 2001-2003) 76%
1. Intellectual Quality i) Thinking ii) Knowledge iii)Understand iv)Substantive Talk v) Problematize vi)Metalanguage
4/6 X X
2. Connectedness [K = knowledge] i) KLAs integration ii) Student’s background K iii) to the World iv) Problem based Curriculum
3/4 X
3. Supportive Classroom Environment i) Student Control ii) Social Support iii) Academic Engagement iv) Explicit performance criteria v) Self-regulation
3.5/5 1/2
1/2 1/2
4. Recognition of Difference i) Culture ii) Inclusivity iii) Narrative iv) Group Identity v) Citizenship
4.7/5 3/4
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole
At Risk Issues - Homelessness: independent, moved 8 times in 2004,
lost workbooks
- Disengaged from School: had attended and dropped out of 3 high schools, needed to work
Literacy - Core English Year 10: Average ‘B’ grade
- NRS 3: now working within NRS 4
Language Model: 4 Resources Model - Yes: Functional skills / socially and culturally
contextualise genres, determine their bias
- No: ideological or political positioning, gaps
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole
Pedagogical Model: Productive Pedagogies … RECOGNITION OF DIFFERENCE: Nicole’s social
& economic situation [allowances made for handing work in late: “not kicked out”]
SUPPORTIVE CLASSROOM ENVIRONMENT: Sense of Belonging [kept her engaged in spite of personal circumstances]
CONNECTEDNESS: Knowledge connected to Nicole’s own world and real world activities
INTELLECTUAL QUALITY: Higher order Comprehension Skills taught [Critical Literacy not taught]
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole RECOGNITION OF DIFFERENCE:
CULTURAL KNOWLEDGE – within the curriculum [identify with female character in Strictly Ballroom, cultural minority group, ‘tolerated by society’; Z for Zachariah rural youth involved in war in Australia, become ‘homeless’]
INCLUSIVITY - involved in classroom activities [article: interview /writing]
NARRATIVE / EXPOSITORY - personal stories / reports [sharing stories – incidental learning]
GROUP IDENTITY - group identities/sense of community [individual / flexi school identities –together in one large room]
ACTIVE CITIZENSHIP - democracy taught and practiced within/without classroom [Skills for Citizenship unit … the practicalities of the adult world: banking, renting, bonds, how to budget and write appropriate correspondence. Participating in promoting the Flexi school by writing articles for high school magazine, and local newspaper. No political critiquing, lobbying, voting within the written curriculum] 3/4
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole SUPPORTIVE CLASSROOM ENVIRONMENT
STUDENT CONTROL – student input/influence on classroom tasks [Extra activities like writing an article for the affiliated high school magazine, allowed Nicole to have some control over her own learning, as she of her own initiative interviewed Flexi school participants and then wrote the article]
SOCIAL SUPPORT - teacher has high expectations for all students [interviewed staff constantly expressed confidence in Nicole’s abilities]
ENGAGEMENT - on task behaviour [submitted work but behind schedule] ½
EXPLICIT PERFORMANCE CRITERIA - frequent, detailed & specific statements about goals [Nicole said written instructions wordy and not as explicit as they could be] ½
SELF-REGULATION - no disruptive behaviour / little or no classroom 'disciplining' talk [Nicole admitted she needed to regulate her work output more … “I’ve got to teach myself that, to stick to what I’m doing, just to concentrate on what I’m supposed to be doing. And home life is different to school life.” ] ½
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole CONNECTEDNESS
KLA’s INTEGRATION - connect two or more sets of subject area knowledge / blur subject boundaries [Not taking place within the BSDE English curriculum] x
STUDENT’S BACKGROUND KNOWLEDGE - students use their own prior cultural knowledge & previously developed skills [Earlier curriculum knowledge and student’s own ‘cultural’ knowledge drawn on in units on newspapers, movies, book subject, poetry]
CONNECTEDNESS TO THE WORLD - real world problem / student's personal experience [All assessment tasks were activities taking place in the ‘real world’]
PROBLEM BASED CURRICULUM - students given 'real' problems to solve [All assessment tasks were problems taking place in the ‘real world’]
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Flexi School Student: Nicole INTELLECTUAL QUALITY
HIGHER ORDER THINKING - ‘Critical’ Thinking … No evidence - thinking that manipulates information and ideas in ways that transform their meaning and implications; uncertain knowledge construction x
DEEP KNOWLEDGE - operational fields covered in depth, detail & level of specificity
DEEP UNDERSTANDING - depth of understanding of concepts or ideas shown by work and response of student
SUBSTANTIVE CONVERSATION - classroom talk leads to sustained conversational dialogue between students, and between teachers and students to create or negotiate understanding of subject matter
KNOWLEDGE AS PROBLEMATIC - No evidence of student critiquing and second-guessing texts, ideas and knowledge - subject to political, social and cultural influences and implications x
METALANGUAGE - explicit talk about talk and writing, about how written and spoken texts work, about their features, characteristics, patterns, genres and discourses [visits by BSDE teachers & Flexi staff]
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
Non formal Education in Australia – Pirated?? … or Returning to its Roots
Some students may look like pirates
All students interviewed had improved their literacy levels
Each non formal site provided a place to engage on average 30 at risk students – previously not attending school
Shows that returning to the Roots of Non formal Education has a place for youth at risk, compulsorily required to be in education in Australia
Lit Curric
NRS
4 Resources Prod Ped
Outcomes
Roots
John, 14
Nicole, 16
Returning
12 -14 July, 2006
Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland
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Creighton, I. (1993). A History of Curriculum Development in Queensland. In K. Wiltshire, M. McMeniman & T. Tolhurst (Eds.), Shaping the Future - Review of the Queensland School Curriculum (Vol. 3, pp. 75-133). Brisbane: State of Queensland, Government Printer.
Glasser, W. (1998). Choice Theory - a New Psychology of Personal Freedom. New York: HarperCollins Publishers. Glasser, W. (2001). Choice Theory in the Classroom. New York: Quill, an imprint of Harper Collins Publishers Inc. Goozee, G. (2001). The Development of TAFE in Australia. Kensington Park, SA: National Centre for Vocational
Education Research Ltd. Knowles, M. (1980). The Modern Practice of Adult Education. Andragogy Versus Pedagogy. Englewood Cliffs:
Prentice Hall/Cambridge. Knowles, M. (1990). The adult learner: a neglected species. Houston, Texas: Gulf. Luke, A., Elkins, J., Weir, K., Land, R., Carrington, V., Dole, S., Pendergast, D., Kapitzke, C., van Kraayenoord, C.,
Moni, K., McIntosh, A., Mayer, D., Bahr, M., Hunter, L., Chadbourne, R., Bean, T., lverman, D., & Stevens, L. (2002). Beyond the Middle. Canberra City, ACT: Commonwealth of Australia.
Queensland Government. (2002a). Reforms for the Future, Education and Training - A White Paper. Brisbane: The State of Queensland.
Queensland Government. (2002b). Alternative education programs. Brisbane: The State of Queensland (Department of Education and the Arts). URL: http://education.qld.gov.au/curriculum/advocacy/access/equity/students/inclusion/supportive/bm-alternative.html#alternative.
Sutton, A. (2002). Personal interview. Brisbane: Deputy Principal, Brisbane School of Distance Education. The Australian Centre for Equity through Education, & the Australian Youth Research Centre. (2001). Building
Relationships - making education work. Canberra: Commonwealth of Australia. URL: http://www.detya.gov.au/schools/publicat.htm.
The State of Queensland - Department of Education. (2001-2002). Queensland School Reform Longitudinal Study, Teachers' summary-abridged and edited. Brisbane: Education Queensland. Retrieved 9/7/06 from http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/index.html.