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How is theory used to understand and inform practice in the alternative provision sector in England: trends, gaps and implications for practice

  • Craig Johnston
    ,
  • Andrew Malcolm
    ,
  • Jodie Pennacchia
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

This article examines how theory features in the research literatures concerning the English alternative (education) provision (AP) sector. Despite increasing interest over the past decade in how AP can (re)engage school-aged young people in learning, there has been no comprehensive review of the theoretical ideas used to understand, analyse, and inform practice in the sector. This article presents a framework for categorising the literature on AP, which refer to theory. This framework is of international relevance and can be used by researchers who are seeking to understand the state-of-knowledge on AP in their own contexts. Applied to the English context, this framework demonstrates trends and gaps in the ways theory is used to frame and understand the sector by researchers and practitioners. The framework highlights a shortage of published research which seeks to understand how practitioners in English APs understand, and use, theoretical ideas, concepts, and frameworks to inform their work with young people. We also find that theories drawn from psychological and therapeutic orientations are more common than those drawing on socio-political framings. We reflect on the causes and implications of these trends and gaps and conclude with suggestions for future research to better understand them.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 2273-2290 (18 pages)

Journal (Volume, Issue Number)

International Journal of Inclusive Education (Volume 29, Issue 13)

Publication milestones

  • Accepted/In press - 08/04/2024
  • Published - 02/05/2024

Publication status

Published - 02/05/2024

ISSN

1360-3116

Publication IDs

  • handle.net: 10547/626280
  • Scopus: 85192208507

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