Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.755235
Title: From 'pushed out' to re-engaged : a grounded theory study into the experiences of young people who chose to transition to a 14 to 16 college
Author: Heslop, Jane
ISNI:       0000 0004 7428 2338
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2018
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Abstract:
Further Education (FE) colleges have been able to offer ‘direct entry’ to 14 to 16-year-old pupils since 2013, following the recommendations of the Wolf Report (2011). Currently, there are 17 FE colleges in the England offering this type of Alternative Provision (AP). Research focused on pupil transition into APs does exist, though most of this focuses on Pupil Referral Units (PRUs) or school-selected FE provision. A Systematic Literature Review (SLR) was conducted which showed a ‘gap’ in the research concerning 14 to 16 college provision in England. The aim of this research is to attempt to address this gap to a degree, and to gain an understanding of the experiences of young people who chose to make a ‘non-traditional’ transition into a 14 to 16 college. Classic grounded theory was selected as the methodology for this research (Glaser, 1978; Holton and Walsh, 2017). The aim of this research was to develop a substantive grounded theory of the experiences of participants ‘pushed out’ of mainstream who chose to transition to a 14 to 16 college. Qualitative data was collected initially through a focus group and five semi-structured interviews with purposively recruited target participants. The constant comparison method of grounded theory guided data collection and analysis. Theoretical sampling took place once a conceptual core category had emerged, resulting in data collection from four additional participants and re-interviewing an original participant. The main theoretical concepts emerging from the grounded theory methodology were: disempowerment and disengagement, agency through self-determination and re-empowerment. These theoretical concepts were linked within a theoretical framework drawing on transition models of self-determination theory (Ryan and Deci, 2000; Pierson et al, 2008) and bioecological systems (Trainor et al, 2008). The concepts of bounded agency (Evans, 2007) and ‘critical moments’ (Thomson et al, 2002) have been applied to explain how ‘pushed out’ participants were able to choose to make a ‘non-traditional’ transition to a 14 to 16 college. Implications for Educational Psychology practice have been discussed as well as areas for future research.
Supervisor: Lewis, Victoria Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.755235  DOI: Not available
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