Youth DisaffectionYouth Disaffection

Sunshine Mari BaradiMarcus Ng

Jessica Louise AtkinsElisabeth Michailou

Sunshine Mari BaradiMarcus Ng

Jessica Louise AtkinsElisabeth Michailou

Disaffected youth of 1955…Disaffected youth of 1955…

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DEFINITIONS

DISSAFECTION: implies behaviour that is reactive to the school as an institution, term to account for a range of behaviours, including low attainment, persistent disruption and other forms of self exclusion.

GIFTEDNESS: is the natural ... high degree of general mental ability or extraordinary ability in a specific sphere or activity of knowledge

SELF-EFFICACY:Bandura (1994) defines self-efficacy as “ people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. It measures how people think, behave and motivate themselves to do a specific task at hand.”

MOTIVATION: deals with that sector of motivated behaviour directed towards the attainment of results which can be assessed against a standard.

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The need for better student engagement

• Disaffection is strongly influenced by the teacher and their methods.

• Strong teacher-student relations are important for student engagement.

• Teaching methods need to be appealing and engaging to students

The need for better social opportunities in education

• Without social opportunities in school for students to express themselves, students will seek a sense of purpose outside of education.

• Disaffected students felt that student council groups, representatives and panels did not welcome them.

• Student council groups are a barrier to some students, as disaffected youth do not associate with high achieving peer culture.

Youth Disaffection as a voice for change

• Studies in the UK has seen disaffection as a positive thing.

• By listening to groups of disaffected youth, the teachers and academics themselves can learn where the education system requires improvement.

• To learn why the students feel disaffected, and create initiatives to address further youth issues.

Ability Level Classes as a bad teaching practice

•Homogeneous grouping, is when students are grouped in classes by ability levels.

• Aims to allow students to learn at a pace suited to them. High achievers suffer from stress as they are grouped together in a competitive environment. Students who are considered lower ability feel there is less competition. •Young people are not homogeneous, grouping is disaffecting students as they have been labeled by the education system. Teachers need to seek more effective methods of student engagement.

REFERENCESWillms, J Douglas. (2003). Student Engagement at School A Sense of Belonging and Participation. OECD.

Hartas, D. (2011). Young People 痴 participation: Is Disaffection another way of having a voice?. Educational Psychology In Practice, UK: Routledge.

Hong, G., Corter, C., Hong, Y., & Pelletier, J. (2012). Differential Effects of Literacy Instruction Time and Homogeneous Ability Grouping in Kindergarten Classrooms: Who Will Benefit? Who Will Suffer?. AERA, Sage Publications.

Deed, C. (2011). Accessing Students' Reasoning for Disengagement. International Journal On School Disaffection, 8(2), 24-28.

Moustakim, M. (2011) Reproducing Disaffection. International Journal On School Disaffection, 8(2), 14-23.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology.

doi:10.1037/a0012840 http://www.psy.pdx.edu/faculty/skinner/Skinner_et_al_2008_jep.pdf

Humphrey, N., Charlton, J. P., & Newton, I. (2004). The Developmental Roots of Disaffection? Educational Psychology. doi:10.1080/0144341042000262926

Hartas, D. (2011). Young people 痴 participation: is disaffection another way of having a voice? Educational Psychology in Practice. doi:10.1080/02667363.2011.567088