The DOI matches its Crossref record.
The Role of Alternative Education Programs in Meeting the Needs of Adolescent Students With Challenging Behaviour: Characteristics of Best Practice
Abstract
Recently the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted a nationwide survey on programs that exhibit best practice in addressing student behaviour issues (de Jong, 2004). Seven themes related to the characteristics of best practice were identified in this survey. Alternative education programs (AEPs) was one of them. Although contentious in the context of inclusive education, this survey indicated that, provided they are embedded in best practice, AEPs are still considered to be a creditable means of meeting the needs of adolescent students with challenging behaviour in most Australian education jurisdictions. This being so, what constitutes best practice in the construction and delivery of an AEP? This is the main focus of our article. We briefly define AEPs, submit a continuum of types of AEPs, consider the cases against and in favour of AEPs, and conclude by presenting the characteristics of quality AEPs according to three categories, namely: (1) organisation and partnerships, (2) pastoral care and ethos, and (3) curriculum and pedagogy.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“a lack of access to progression routes and qualifications in AP, and a focus on disciplinary approaches, may have longer term impacts, perpetuating patterns of inequality (De Jong & Griffiths, 2006;Mills et al., 2013;Pennacchia et al., 2016;Thomson & Pennacchia, 2016b).”
From 'Alternative' education provision: a mapping and critique (2024) · cites this paper as De Jong & Griffiths, 2006
Citations
Cites
Still being checked.
Research works printed but not linked: 10
- Commonwealth of Australia, 1992, Disabilities Discrimination Act 1992
- Commonwealth of Australia, 2003, Draft Disabilities Standards for Education 2003
- Cross D, 2002, School-based interventions for high risk youth: Summary of the evidence. A literature review
- de Jong T.A, 2004, Best practice in addressing student behaviour issues in Australia
- Gray J, 2001, Alienation from school among Aboriginal students
- Griffiths C, 2001, Safe School, Friendly School: A framework for developing a safe and friendly school
- 10.1080/0885625032000120189 · DOI
- National Association of School Psychologists [NASP], 2002, Fair and effective discipline for all students: Best practice strategies for educators
- O'Brien P, 2001, Alternative education: Literature review and report on key informants' experiences
- Zubrick S.R, 1997, Western Australian Child Health Survey: Education, health, competence
Cited by
Alternative education and social justice: considering issues of affective and contributive justice
Mills, M., McGregor, G., Baroutsis, A., Te Riele, K., & Hayes, D. (2016) · Critical Studies in Education · doi:10.1080/17508487.2016.1087413 · Cited by 94
“…education system where there is then little academic challenge (Kim, 2011; Kim & Taylor, 2008; Mills, Renshaw, & Zipin, 2013; Smyth et al., 2013). de Jong and Griffiths (2006), for instance, have expressed concerns that the increased use of alternative education programmes for younger and younger…”
Background'Alternative' education provision: a mapping and critique
Taylor, A., & McCluskey, G. (2024) · Oxford Review of Education · doi:10.1080/03054985.2024.2373067 · Cited by 7
Metadata
- Authors
- de Jong, T., & Griffiths, C.
- Affiliations
- Edith Cowan University (AU)
- Department of Education and Training (AU)
- Corresponding author
- de Jong, Terry
- Venue
- Australian Journal of Guidance and Counselling
- Publisher
- SAGE Publications
- Published
- 2006-07-01
- Volume
- 16
- Issue
- 1
- Pages
- 29-40
- ISSN
- 1037-2911 (ISSN-L)
- 1839-2520
- OpenAlex
- W1988308978
- Cited by
- 36
- References
- 0
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 5 · 2018: 3 · 2017: 4 · 2016: 3 · 2015: 4 · 2014: 3 · 2013: 1 · 2012: 2
- FWCI
- 1.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Australian Journal of Guidance and Counselling (publishedVersion)
- Research Online (Edith Cowan University) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Methods and Practices
- Keywords
- alternative education programs, behavioral problems, adolescent students, best practices, inclusive education, school partnerships, pastoral care, curriculum and pedagogy, student behaviour problems, Australian education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
