Download or read book Students Perceptions of Alternative High Schools that Give Rise to Persistence Through Graduation Organizational Characteristics and School Culture written by Laurie K. Brussow and published by . This book was released on 2007 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The perception of the organizational culture was examined through the students' eyes. Questions were also posed for further research that might aid in improving student graduation rates as well as concentrating on the areas of the school culture that the students found most beneficial. Identifying these areas of school culture to better inform teachers and administrators about the positive impact of this type of culture was also considered.

Download or read book Student Perceptions of Type II Alternative School Experiences written by Michael J. Barrett and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to investigate how high school students described their experiences attending a Type II alternative school (geared toward students with behavioral problems and poor student attendance) in Central Georgia and the factors that motivated them to persist to graduation. The overarching research question was: How do high school graduates describe their experiences attending an alternative school in Central Georgia that motivated them to persist toward graduation? Schein's organizational culture model, Deci and Ryan's self-determination theory and Maslow's hierarchy of needs served as the conceptual framework. Participants included eight students who had previously attended an alternative high school and were on track to graduate. Using the information gathered through interviews, a focus group, archival data, and field notes, the following four significant themes emerged: 1) student perceptions of alternative school climate; 2) structured environment of the alternative school resulted in conformity; 3) students believed that alternative school changed their path; and 4) alternative school changed the students’ dynamic with parents. Further analysis ultimately highlighted 11 subthemes. The benefits of alternative schools are documented and contribute to instilling student intrinsic motivation to graduate and to the ultimate success of its students.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Academic Success and Persistence to Graduation written by Rayanna Lynn Dalton and published by . This book was released on 2013 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been growing concern regarding students identified as at-risk of non-persistence to graduation. Students may be considered to be at-risk because they fail to meet educational milestones, may have learning disabilities, exhibit behavior which results in chronic disciplinary issues and/or have high rates of absenteeism. Eventually, some of these students are referred to alternative education programs (AEPs). While a variety of alternative education models have been developed out of the necessity to serve the local needs of school districts, the most common form of alternative education program currently operating is one designed to serve at-risk students and operates as part of a school district's comprehensive dropout prevention program. Therefore, this research study sought to address this problem by evaluating an existing alternative educational program located in a rural Southeast Missouri school district, designed to assist high-risk students. The outcome objectives of the program were to ensure students persist to graduation, increase opportunities for students to earn credits, return students to the regular education program, and increase attendance in school, increase grades, and decrease poor behavior. A purposive sample population of 76 students, 49 males and 27 females, from 9th through 12th grades, who were enrolled in the alternative school during the 2005-2006 through 2010-2011 school years, was used as the study sample population. Outcome data collected from the study sample of students who attended the alternative education program were compared to outcome data collected from a comparison sample of students with matching descriptive and demographic characteristics who did not participate in the program. Purposive sampling was used to select the study sample (AEP Sample) and stratified random sampling was used to select the comparison sample (Matched Sample). A quantitative non-experimental research design used to collect data. When the descriptive and demographic characteristic variables of the study sample and the comparison sample were statistically compared, there were no significant Student Academic Success differences on the descriptive characteristic variables of cumulative GPA, attendance rate, and OSS rate. When demographic characteristic variables of the study group and comparison group were statistically compared, there were no significant differences in grade level, ethnicity, gender, Individualized Education Plan (IEP) status, and Free and Reduced Lunch FRL) status. Results showed differences in the total number of disciplinary referrals and attendance rates between the AEP Sample population and the Matched Sample. Additionally, students in the Matched Sample exhibited better behavior at the posttest phase compared to their peers who were placed in the AEP. Data from this study supports research that administrators and key personnel need to do a more comprehensive job in communicating the goals of the program to regular school day and AEP staff to ensure additional measures of support are available to students. Additionally, a formative evaluation of the program every three to five years should be developed to assure objectives for success are carried out in the program.

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.

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1026 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Qualitative Research written by Sharon M. Ravitch and published by SAGE Publications. This book was released on 2019-12-20 with total page 563 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of Qualitative Research focuses on cultivating and bridging theoretical, methodological, and conceptual aspects to provide insight into their interactions in qualitative research. This comprehensive text helps students understand the central concepts, topics, and skills necessary to engage in rigorous, valid, and respectful qualitative research. Authors Sharon M. Ravitch and Nicole Mittenfelner Carl have written this text with student researchers in mind, balancing communicating the foundations and processes of qualitative research with clarity and simplicity while also capturing its complexity and layers. Whether students are new to qualitative research or not, this book will help students develop and deepen their understanding of an approach to research that seeks, designs for, and engages criticality in research. The new edition of this book includes a more prominently-placed and expanded discussion of research ethics as crucial to students′ inquiry, more information on reflexivity in data collection and individual methods for qualitative data collection, a more in-depth chapter on coding and other types of qualitative data analysis, and more thorough resource sections including connections to the extensive appendices so students can further their qualitative research journey. Included with this title: The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides. .

Download or read book Cumulative Subject Index to Psychological Abstracts written by and published by . This book was released on 1969 with total page 804 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Persistence to Graduation written by Janet Marie Bagby and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of study . The purpose of this study was to examine the relationship between alternative school factors obtained from students' records and students' persistence to graduation. A secondary purpose of this study was to determine which, if any, variables can be used to predict graduation or non-completion (dropping out) for other students in the same school setting. Procedure . Participants were 200 students that graduated (98) or dropped out (102) during the 2001-2002 and 2002-2003 school years. The input variable was persistence as measured by whether the student graduated from the alternative high school. The predictive variables included the following: program enrolled last year, grade level at enrollment, change in GPA, percent absent last year attending, gender, race, age at departure, special services membership, lived with parents, PLAN test score, student's parental status, number of semesters enrolled, number of suspensions at the alternative school, average OSS per semester, and school last attended. Data were obtained from student permanent records maintained at the alternative high school. Data collected were analyzed using descriptive statistics, correlation, multicollinearity diagnostic statistics, linear regression, and logistical regression. Findings . A significant relationship was found between persistence to graduation and student, school, and demographic variables. The final model identified 88.5 percent of the grouped cases for dropouts and graduates. The variables identified as providing the best grouping for prediction in the model were: grade at enrollment, change in GPA, percent absent last year attended, program enrolled last year, and age at graduation or dropping out. The percent absent last year attended and age at graduation or dropping out variables were identified as providing the best grouping for predictions in the model, for the work-study program (82.3 percent), for the PIE program (93.9 percent), for the work program group (86.3 percent). Implications . From the results, students who enrolled in the 11 th or 12 th grade from another high school in the district and participated in a work-study or PIE program were more likely to graduate. Since the PIE programs were the most successful, additional programs should be started to provide these opportunities to more students. The alternative high school should continue to target students who are parents based on the current success rates. Efforts should be made to discover unmet needs of students not living with a parent. Essential information about the alternative high school and how it meets the needs of at-risk students should be presented annually to sending schools.

Download or read book Organizational characteristics of alternative schools influence upon student attitude toward school and student alienation written by James Luce Todd and published by . This book was released on 1988 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Public Interest in Higher Education written by Ella M Sudduth and published by AuthorHouse. This book was released on 2023-12-12 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public Interest in Higher Education explores the evolution of student activism on college campuses, how students, staff and faculty work together to identify collective problems they experience, and what challenges they must face to determine the best solutions.

Download or read book Students Parents and School Staff s Perceptions about Factors Supporting Student Engagement in a Satellite High School written by Julia C. Henrich and published by . This book was released on 2019 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: A review of the literature regarding high school dropout rates and efforts to decrease student failure reveal that both the reasons for students’ decisions to drop out and the efforts by schools and districts to reduce these rates are complex. Many stakeholders point to student dropout rates as evidence of the failure of the American education system, and have proposed various reform measures, though significant reform has yet to be realized. An understanding of the complexity of the situation is required in order for schools to more successfully support students in school completion and diploma acquisition. Importantly, schools must recognize that the changes needed to increase student success must happen within the school systems, rather than in the lives of students and families outside of schools. The purpose of this study was to investigate students’, parents’ and school staff members’ perceptions of the elements or characteristics of a satellite high school that were most beneficial and least beneficial in assisting students with obtaining a high school diploma, in order to identify practices and interventions that support student success. The researcher believed that the collective perspective of students, parents, and their teachers and staff would be relevant for school districts in improving structures and practices to assist students in remaining in school and earning their high school diplomas. Through a qualitative research study design that included three homogeneous focus group interviews of students, their parents, and the satellite school staff, involving a total of twenty participants, the researcher was able to collect data related to perceptions of the current satellite high school experience. After coding the data collected, the researcher identified major themes related to components of the satellite high school that students and their families perceived as leading to their success in finishing high school and earning a diploma. The researcher recommended the following: (1) changes to current school structures to reflect more diverse organizational and administrative models adapted to address challenges students face and which are not adequately addressed in a traditional school environment; (2) increased, targeted professional development for school staff working in alternative school environments providing training in specific strategies and supports designed to making connections and developing positive, supportive relationships with students; (3) the creation of a satellite high school advisory board to include representatives from all stakeholder groups to develop a continuous cycle of program improvement for the satellite high school which incorporates essential feedback all stakeholders; (4) additional research involving similar stakeholder groups from other public school districts to assess the extent to which the same or similar findings would be uncovered. These recommendations are meant to inform school districts and school leaders as they work to increase their efforts to make improvements to their school structures and organizations to provide opportunities for students at risk of dropping out to meet with educational success as measured by the completion of the high school diploma.

Download or read book A Case Study of Alternative High School Students Perceptions of Work Based Learning Curricula written by Viola Roberts Lewis and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt: