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Book Students Perceptions of Alternative School Education

Download or read book Students Perceptions of Alternative School Education written by Sarah Alice Duggan and published by . This book was released on 2007 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Student Perceptions of the Beneficial Features of Alternative Education Programs

Download or read book Student Perceptions of the Beneficial Features of Alternative Education Programs written by Anna Parlett Bickford and published by . This book was released on 2008 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was designed to capture the perspectives of former alternative school students and former administrators regarding the effectiveness of the various components of their respective programs. Thirteen former students and six administrators completed surveys and follow-up interviews to rate the effectiveness of components recommended to be included in schools for disruptive youth by the Pennsylvania Department of Education. Data were analyzed to identify the components students and administrators perceived to be effective and to compare the points of view of the two participant groups. The component that received the highest ratings from both the student and administrator participants was: providing a small and supportive school environment. There was a discrepancy of student opinion regarding the effectiveness of curriculum and instruction. Interviews with administrators led to findings regarding obstacles that the administrators identified as preventing the development of more effective programs. These included: (1) Rigid graduation requirements of sending school districts that prevent the development of curricula that would be more relevant to the students, (2) Limited budgets that prevent the purchase of needed resources, especially curriculum and technology, (3) Convoluted bureaucracies that hinder effectiveness of the curriculum and instruction in the alternative schools and (4) Inconsistency in the philosophy and the reality of the program mission as they relate to transitioning students from alternative education programs back to public schools.

Book The Perceptions of Alternative Education Leaders on Special Programs Preparing Them to Lead Alternative Schools for at Risk Students

Download or read book The Perceptions of Alternative Education Leaders on Special Programs Preparing Them to Lead Alternative Schools for at Risk Students written by Charles R. Bomboy (Jr.) and published by . This book was released on 2019 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: An alternative school is an educational setting designed to accommodate educational, behavioral, and/or social-emotional needs of children and adolescents that cannot be adequately addressed in a traditional school environment. In many alternative schools, the individuals chosen as leaders are licensed, certified school principals. Research focusing on alternative education is emerging, yet there is limited research directly devoted to alternative school leadership (Price, 2010). With the knowledge that students attending alternative schools have needs that cannot be met in traditional school settings, what specializations can leadership preparation programs offer to prepare alternative school leaders for alternative school leadership? Utilizing a phenomenological mix method research design, alternative school leaders in alternative schools for at risk students located in the Central and Eastern region of Pennsylvania were asked to participate in a study which employed a semi-structured survey and face-to-face interviews to explore their perceptions of leadership preparation programs in preparing them to lead schools for at risk students. The results of the study indicated that alternative school leaders in Central and Eastern Pennsylvania perceive that specialized leadership preparation must incorporate special education and psychology-based courses to address the social/emotional and disruptive behaviors associated with at risk students. They indicated that their school leadership preparation program did not prepare them for students that have specific trauma-based issues as physical or substance abuse. In addition, alternative school leaders support an alternative education school leadership preparation certification from the Pennsylvania Department of Education. Trends in K-12 education have created new demands and expectations for school leaders and evidence the need for alternative leadership programs.

Book Student and Administrator Perceptions of Alternative Education Programs

Download or read book Student and Administrator Perceptions of Alternative Education Programs written by Marjorie J. Paradise and published by . This book was released on 2010 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined components of alternative education programs and changes in student life satisfaction as perceived by 2 administrators and 17 students at two program sites. Each student participant completed a 40-item Likert-scale survey at the onset and at the end of the 10-week study. The survey measured life satisfaction in domains of family, friends, school, living environment and self. Students also participated in a focus group midway through the program. Teachers provided student progress reports at the beginning and end of the study. Administrators completed alternative education program evaluation forms. Results suggested that key components of alternative education are flexibility of: a) curriculum, b) pace, c) schedule, and d) staff as well as small, safe, supportive environments. Life satisfaction changes were identified in all five domains. Identified program needs were: a) improved staff-student relationships, b) increased guidance, c) increased curriculum variability, and d) review of the servicing component.

Book Re imagining Schooling for Education

Download or read book Re imagining Schooling for Education written by Glenda McGregor and published by Springer. This book was released on 2017-03-08 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

Book A Study of Alternative Education Programs

Download or read book A Study of Alternative Education Programs written by Angelo Romaniello and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the perceptions of staff and students of the alternative education programs within a suburban school district in Southeastern Pennsylvania. Participants in this study included seventeen staff members and nineteen students who were associated with the alternative program in the school district. A Likert scale staff and student survey developed by Research for Better Schools (RBS) were administered in addition to a researcher-created one-on ?one interview. The surveys and interview questions were developed to examine: (1) what participants believed the culture to be within the alternative school, (2) how teacher behaviors were perceived, (3) the opinion of the monitoring and assessment procedures and policies, and (4) the views on the overall student discipline and behaviors within the alternative education facility. Findings of the study revealed that the majority of the participants supported the alternative education system within the district. Research findings from the survey responses revealed that staff and student perceptions had a high level of agreement considering the relatively recent implementation of the program within the district. These findings can guide future research as school districts strive to support the needs of at-risk students in need of alternative methods of education.

Book Student Perceptions of the Alternative School

Download or read book Student Perceptions of the Alternative School written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Some students find it difficult to reach graduation in a regular secondary school setting, but may be successful in an alternative setting. Causes of not graduating could include high absenteeism and behavior problems, which may result in dropping out. This study sought student perceptions of an alternative program in a public school district in the state of Mississippi. The participants were 10 students and their parents, 10 teachers, and the administrator. Data included interviews and school documents, and were analyzed using the constant comparative method. This research found that some of the students were enthused upon receiving alternative placement. Students liked the curriculum tailored to their individual needs, more one-on-one time with the teacher, and the opportunity to focus on the changes that they needed to make to improve their educational opportunities. Some parents expressed their disappointment in their child's placement; however, there were some parents who prefer the alternative school over regular school. The parents who were disappointed thought it to be a place where they put bad kids and where the teachers were not good teachers. The parents who preferred it liked the smaller teacher-student ratio and believed that alternative teachers were more supportive and kind. The teachers expressed the alternative school does not get the same attention as other district schools and is seen as a dumping ground for both teachers and students. Recommendations to the district include: evaluate the criteria for placing students in the alternative school, increase communication between the alternative and the regular school, provide a specialist to help focus on student learning styles, provide a full-time counselor to help students deal with the issues contributing to their lack of success in the regular school, and improve the physical setting for the alternative school. Further research is needed in the district: to determine what could be improved in the alternative academic program; to determine whether the alternative school curriculum is meeting state standards; and to examine the acceptance of students and faculty in the alternative program by district students and personnel.

Book Students Perceptions of an Alternative Education Program for Expecting Or Current Parents

Download or read book Students Perceptions of an Alternative Education Program for Expecting Or Current Parents written by Christiane M. Pennell and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book An Investigation of Alternative High School Students Perceptions of Barriers to Education

Download or read book An Investigation of Alternative High School Students Perceptions of Barriers to Education written by Laura Sage and published by . This book was released on 2010 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, research has investigated the phenomenon of high school drop outs. Research has been conducted at the local, state, national, and international levels. Data have been gathered on the gender, socio economic status, ethnic and racial status, to name just a few of the categories. Information has also been gathered about the various identifiable risk factors (Belfield, 2007; Chapman, 2007; Swanson, 2008; Gleason & Dynarski, 2002). There has been little research about dropping out from the perspective of the potential dropouts themselves (Harvey & Housman, 2005). Most research focused on solid quantitative data, resulting in scores of informative facts and figures. While these hard quantitative data have provided an informative statistical landscape, they only provided part of the total picture of the high school dropout. Several researchers have written about the lack of scholarly information that encompasses the viewpoint of the high school students themselves (Garnier, Stein, & Jacobs, 1997). Investigators cited the need for more research to be conducted to examine the viewpoint of the student (Bridgeland & Dilulio, 2002). There was a lack of research on students' perceptions of how alternative high schools can help students stay in school. This study used qualitative methods to examine alternative high school students perception of barriers to education and how their alternative high school helped them stay in school. This study used archival data from the school, field observation notes, and interviews with 10 students. This research attempted to answer two questions: What do alternative high school students perceive to be barriers to education? How is the alternative high school helping students to stay in school? Research showed that students at this alternative high school perceived their largest barrier to education to be their home life and all of the issues they faced at home. Home issues included relationship issues with parents, frequent moves, foster homes, pregnancy, and unemployment issues. Students also felt that issues at the traditional school also were barriers to finishing their education. Most of these school issues revolved around relational aggression or co rumination between male-female and female-female associations. Students felt that the interpersonal relationships and support they received from their teachers and staff at the alternative high school significantly contributed to helping them stay in school. In addition to the caring attitude of teachers and school personnel, students also felt the flexible educational delivery system of a blended online curriculum also contributed to them staying in school. Students felt the individualized personal curriculum best met their needs, both educationally and circumstantially. Students had the flexibility to always have access to the online curriculum, thus allowing them the flexibility to not get behind in school work when home situations and crisis surfaced. Students could go back over their school work until they understood the concept, allowing for a deeper level of understanding and success. Students could work at their own pace and choose what subjects to work on. This allowed students to maximize their opportunities to learn.

Book Students and Staff Members Perceptions of an Alternative School for Disruptive Students in a Rural School Setting in North Carolina An Intrinsic Case Study

Download or read book Students and Staff Members Perceptions of an Alternative School for Disruptive Students in a Rural School Setting in North Carolina An Intrinsic Case Study written by and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to investigate the perceptions of students and staff members regarding their experiences in an alternative learning program for disruptive students in a rural school setting. The research involved two data-gathering techniques: onsite interviews and observations. The objective was to determine (a) how students and staff in the alternative learning programs experienced schooling and what meanings they attached to these experiences, (b) what disruptive students perceived as the major impact of the alternative learning program on their self-esteem and social behavior, and (c) what staff members perceived as the major impact of the alternative learning programs on students' self-esteem and social behavior. Findings from the study were used to answer three research questions relative to the alternative education programs for disruptive students and to make recommendations for program improvements.

Book Perception of Teachers on Effectiveness of In district Alternative Education Program for Meeting the Academic and Social Emotional Needs of Students in Grades 3 5

Download or read book Perception of Teachers on Effectiveness of In district Alternative Education Program for Meeting the Academic and Social Emotional Needs of Students in Grades 3 5 written by Edward J. Labatch (III.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to identify teachers' perceptions about alternative education programs and whether they are appropriate to meet the needs of at-risk students in Grades 3-5. The teachers' perception provides insight into the needs of at-risk students in the age group. Moreover, the demand for elementary education following the COVID-19 pandemic has increased the need for more personalized education for at-risk students at the elementary level. The necessity to address the social-emotional needs of students has become more prevalent as those needs affect the ability of teachers to provide students with the necessary academic support. Data were gathered utilizing an original digital survey tool created to meet the specific needs of this study. The survey was administered in five public elementary schools in Warren County, New Jersey via Microsoft Forms and was completed by 66 teachers assigned to Grades 3-5. The study was from a descriptive quantitative approach with a theoretical perspective. Data were collected electronically, coded, and analyzed using SPSS software to examine the potential impact of the demographic factors of the participants in relation to the various research questions. Statistical calculations included a reliability analysis, independent t-test, and item analysis. Results from this research study can be used by school districts interested in future planning and implementation of alternative education programs for students in Grades 3-5 to meet the needs of their at-risk students. (ProQuest abstract).

Book A Second Chance

Download or read book A Second Chance written by Traci M. Cohen Dennis and published by . This book was released on 2018 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many urban school districts in the United States now offer students nontraditional placement options. The alternative school is an option for students who have dropped out of the traditional high school, have academic or behavioral challenges or have been expelled. As African American students in urban school districts are currently overrepresented in alternative schools, the problem this study addressed was the need to better understand the lived experiences of African American students in these settings. The study specifically focused on 18-24-year-old students and examined how their perceptions of the school environment, their educational opportunities and their teachers impacted their achievement, motivation and educational outcomes. To capture diverse perspectives, participants were selected from two alternative schools in a large urban school district in the Northeast region. Data were collected through one on one and focus group interviews, classroom observations and field notes. Through an examination of the lived experiences and perceptions of African American students in these settings, the researcher endeavored to understand whether alternative high schools are meeting African American students' educational needs. The research questions that were examined are: (1) How do African American students in urban secondary alternative schools describe their lived experiences related to success, empowerment and motivation, (2) How do African American students in urban secondary alternative schools perceive the environment/culture and the educational opportunities available to them, and (3) How do African American students in urban secondary alternative schools describe the teachers who push them to excel and succeed? The six emerging themes from this study were: a) maturity and self-advocacy; b) a better opportunity/a positive climate; c) feeling respected and heard; d) it takes a village; e) relevant and rigorous instruction; and f) absence of discontinuity. Study participants reported that caring and supportive relationships with teachers, staff and administrators, a positive school climate and multiple options and resources in alternative schools have helped them to overcome challenges that they face. The participants also noted culturally responsive teaching, school cohesion and cultural congruity as factors which contribute to their motivation and success and keep them on track to graduate despite obstacles that they encounter.