Relevant bibliographies by topics / Alternative education

Academic literature on the topic 'Alternative education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Alternative education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Alternative education"

1

Jones, Lyndon. "Alternative education." Education + Training 27, no. 10 (October 1985): 316–20. http://dx.doi.org/10.1108/eb017209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vaughan, Karen. "Alternative education today." Set: Research Information for Teachers, no. 3 (November 1, 2004): 24–25. http://dx.doi.org/10.18296/set.0674.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Broum, Florence. "An alternative education." Nursing Standard 5, no. 30 (April 17, 1991): 54–55. http://dx.doi.org/10.7748/ns.5.30.54.s58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tobin, Tary, and Jeffrey Sprague. "Alternative Education Strategies." Journal of Emotional and Behavioral Disorders 8, no. 3 (July 2000): 177–86. http://dx.doi.org/10.1177/106342660000800305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stephenson, Jo. "Alternative Education Provision." Children and Young People Now 2016, no. 13 (June 21, 2016): 24–25. http://dx.doi.org/10.12968/cypn.2016.13.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Hyunsu. "A Study on Music Education in Alternative Education and Alternative School." Korean Music Education Society 47, no. 2 (June 30, 2018): 131–52. http://dx.doi.org/10.30775/kmes.47.2.06.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rutherford, Robert B., and Mary Magee Quinn. "Special Education in Alternative Education Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 2 (November 1999): 79–81. http://dx.doi.org/10.1080/00098659909600152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Elliott, David. "Education for alternative technologies." International Journal of Ambient Energy 17, no. 2 (April 1996): 59–64. http://dx.doi.org/10.1080/01430750.1996.9675219.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cashley, MarkA P. "EDUCATION OF ALTERNATIVE PRACTITIONERS." Lancet 334, no. 8672 (November 1989): 1159. http://dx.doi.org/10.1016/s0140-6736(89)91526-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reynolds, Martyn. "Relating to Va: Re-viewing the concept of relationships in Pasifika education in Aotearoa New Zealand." AlterNative: An International Journal of Indigenous Peoples 12, no. 2 (June 2016): 190–202. http://dx.doi.org/10.20507/alternative.2016.12.2.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Alternative education"

1

Hoffman, Lisa Eileen. "ALTERNATIVE EDUCATION: ADMINISTRATOR PERCEPTIONS OF ALTERNATIVE EDUCATION AND AT-RISK YOUTH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318169.

Full text
Abstract:
Educational Leadership
Ed.D.
Successful attainment of a high school diploma is essential in today's society. For some students, however, internal and external pressures present significant barriers to school completion. Disengagement from school by these at-risk students is not only detrimental to the individual students, but to the school community and society as a whole. For some students, Alternative Education placements may be a way to reengage them and aid them in school completion. This case study examined the Park Run School District, a pseudonym for the school district, to discover the perceptions of Alternative Education for Disruptive Youth (AEDY) placements by school officials responsible for making the decision to place students as well as other key educators who work directly with at-risk youth. Interviews were used to seek to determine the needs of at-risk students, why administrators choose to refer (or not to refer) students to placement, and if current programming was sufficient. The findings were categorized into three themes, people, placement, and practice. The first theme, people, looked at the concept of risk, the reasons students drop out of school, and they role key individuals play in the lives of at-risk youth. The second theme, placement, looked at the non-traditional nature of alternative education settings, the referral process itself, and the factors administrators consider prior to student outplacement. Finally, the third theme, practice, focused on the nexus of the first two, looking at the most common reasons for referral, the perceived inhibitors to student placement, and the need for additional settings to meet student need.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
2

Ellerbe, Jennifer Christine. "GAINING INSIGHT INTO ALTERNATIVE EDUCATION: THE LIVED EXPERIENCE OF ALTERNATIVE EDUCATORS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami149271041474054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Яросіченко, Анастасія Вікторівна. "Alternative IT-education in Ukraine." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15378.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kotilievska. "ALTERNATIVE EDUCATION AT SCHOOL 42." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33767.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nagata, Yoshiyuki. "Alternative education : global perspectives relevant to the Asia-Pacific Region /." Dordrecht : Springer : Asia-Pacific Educational Research Association, 2007. http://www.loc.gov/catdir/enhancements/fy0824/2007416636-t.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Feltman, Doris R. "Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618674.

Full text
Abstract:
The purpose of this study was to analyze a prominent alternative education practice in the Commonwealth of Virginia through an analysis of the Virginia Department of Education's Individual Student Alternative Education Plan (ISAEP) program and the alternative education environment it provides. This was a descriptive study using non-experimental survey research using quantitative and qualitative data to study the phenomena as it exists. Participants included 132 ISAEP program leaders attending the 6th Annual Conference in July, 2012. The study revealed that the ISAEP program is consistent with how alternative education is defined both in Virginia and nationally as it has characteristics similar to those that research informs educators about effective programs. The program blends academics, vocational, career and technical education and training and characteristics such as voluntary enrollment, student-centered individual programming, a functional curriculum with GED completion, and the presents of caring, knowledgeable adults. The program is taught by licensed staff, most of whom hold degrees higher than a Bachelor's and who hold multiple endorsements. All ten exemplary practices were seen as important and moderately positive relationships were found between program leaders' perception of exemplary practices and current practices for seven of ten practices. A weak relationship was found with the practice of leadership and current practice. Leadership was seen as the practice that could most positively impact the quality and effectiveness of the ISAEP program. There was little correlation between importance and practice with respect to Student Assessment. Collaboration with Community and Program Evaluation were practices reported to be least evident.
APA, Harvard, Vancouver, ISO, and other styles
7

Atkins, Trent L. "Alternative education programs for youth on probation : a cross-case analysis /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102150.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 224-229). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
8

Sindelar, Paul T., and Lori J. Marks. "Alternative Route Training: Implications for Elementary Education and Special Education." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3530.

Full text
Abstract:
In this paper, we review findings from 19 studies of alternative route programs and conclude that they have not been shown to be inferior to traditional programs. These programs are program evaluations and lack many of the controls typical of experimental work; as a result, the findings may be less trustworthy than necessary for reasoned decision-making. Problems inherent in conducting studies of this sort are discussed and illustrated with examples from this literature. The appropriateness of the secondary content area model for elementary and special education is considered from both theoretical and empirical perspectives.
APA, Harvard, Vancouver, ISO, and other styles
9

Harnden, Jaime Searles. "Alternative Education| Voices of Those Who Graduated." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090325.

Full text
Abstract:

The goal of this study was to allow high school graduates who attended both traditional and alternative education schools to speak about their experiences in both schools. The purpose of this study was to explore the experiences of high school graduates who attended an alternative school and explore how they made meaning of their experiences.

This research was a basic, qualitative study exploring the voices of graduates. All graduates spent at least nine weeks in an alternative school to be deemed fully able to gauge their experience in an alternative school. Interviews were semi-structured and in-depth, allowing the graduates to speak freely in response to the questions. The graduates were also asked to write a letter to a student who may have been in the same situation they were in before being attending the alternative school. A set of a priori codes was developed before interviewing, which was based on information from the literature.

The findings of the interviews and letters provided rich information as to the importance of alternative education. A recurring theme observed in the results was the impact of instructional personnel on their experience at both the traditional and alternative high schools. Graduates credited the environment to their success, both in terms of the physical and emotional feeling in the building. When asked about making meaning of their experience, four themes emerged from the participants in their interviews: the way the graduates viewed themselves and others at the alternative school, their self-evaluation, their determination, and the role of their family.

This research can provide practical applications in the field of education. Principals and educational administrators can use this research to help students in alternative high schools, using the information to design programs to fit the needs of their students based on the information provided by the graduates. Teachers at both traditional and alternative schools can use this research to help them reach students who may be struggling as the graduates in this study did.

APA, Harvard, Vancouver, ISO, and other styles
10

Zolkoski, Staci M. "Resilience Among Graduates From Alternative Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699937/.

Full text
Abstract:
Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative education setting are likely to continue a path toward failure without carefully designed effective services. Existing studies have independently examined resilience in children and youth and alternative education settings. However, there is a gap in research examining resilience in students who have graduated from alternative education settings. Using semi-structured interviews, the present interpretive and descriptive qualitative study sought to explore factors of resilience in individuals who graduated from alternative education settings. The study sought to identify elements, specific to alternative education settings, that have contributed to resilience in young adulthood and to further our understanding of how alternative education placements have contributed to the participants’ current life status. Findings revealed three themes specific to alternative education settings that contributed to participants’ resilience: teachers who show that they care about their students, a positive learning environment, and a small student-teacher ratio where participants were able to get more one-on-one instruction. Additionally, two other themes arose from the data: having a supportive family and an innate sense of self.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Alternative education"

1

California. Dept. of Finance. Program Evaluation Unit. Alternative education. [Sacramento]: The Unit, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stephanie, Summers, Macpherson Colin R, Kennedy Melanie S, American Association of Blood Banks., and Alternative Educational Methods for Continuing Education Technical Workshop (1987 : Orlando, Fla.), eds. Alternative educational methods for continuing education. Arlington, Va: American Association of Blood Banks, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Massachusetts. Commission on Alternative Education. Report on alternative education. [Boston, Mass.]: The Commission, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Carnie, Fiona. Alternative Approaches to Education. Second Edition. | New York: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315533216.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

D, Bishop George. Alternative strategies for education. London: Macmillan, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Clennon, Ornette D., Cassie Earl, and Kehinde Andrews. Alternative Education and Community Engagement. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137415417.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. Alternative Schooling and New Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67864-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Schoone, Adrian. Constellations of Alternative Education Tutors. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35495-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Matthias, Mary. Legislation on alternative education programs. Madison, Wis. (One E. Main St., Suite 401, Madison): The Council, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Alternative education"

1

Hall, Richard. "Alternative Education." In Critical Reflections on the Language of Neoliberalism in Education, 168–73. New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism: Routledge, 2020. http://dx.doi.org/10.4324/9781003111580-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Klemenčič, Manja. "Alternative Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–8. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-9553-1_27-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Niyom, Prapapat. "Thai Alternative Education." In Education in Thailand, 651–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Klemenčič, Manja. "Alternative Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 117–24. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beynon, John. "Accommodating the Education Revolution *." In Alternative Learning Environments, 91–95. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032659718-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bednarz, Sarah, and Robert Bednarz. "Alternative Geography." In International Handbook on Geographical Education, 99–113. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1942-1_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Terry, Mark. "The Need For Environmental Education *." In Alternative Learning Environments, 12–22. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032659718-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nelson, Doreen, Teri Fox, Ty Miller, Dan Benjamin, Greg Spiess, and Alexis Smith. "The City Building Educational Program: A Decision-Making Approach to Education." In Alternative Learning Environments, 36–58. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032659718-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Newton, Nigel. "School Cultures, Values Education and Personal Education." In Palgrave Studies in Alternative Education, 55–71. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51784-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Clennon, Ornette D. "Alternative Education as Protest." In Alternative Education and Community Engagement, 34–52. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137415417_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Alternative education"

1

Zhaochen, Ding Ting, Chawchen. "Alternative 3D Education for Children." In the Fifth International Symposium of Chinese CHI. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3080631.3080637.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shuvalova, Nadezhda V., Svetlana V. Lezhenina, Ansell Lammert, Svetlana Yu Sapozhnikova, Antonina A. Sapozhnikova, Mikhail Yu Sapozhnikov, and Evgeniya V. Sapozhnikova. "IS HOME EDUCATION AN ALTERNATIVE TO SCHOOL EDUCATION?" In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202198.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Worley, Cristina. "Gifted Education Offerings in Disciplinary Alternative Education Programs." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2009144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wise, Erika. "Clinical Practice in Alternative Teacher Education." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2018518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chivu, Ralucagiorgiana, Mihai Orzan, Luizamaria Turlacu (lazar), and Andravictoria Radu. "ALTERNATIVE EVALUATION METHODS IN UNIVERSITY EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-233.

Full text
Abstract:
The alternative methods of evaluation are interest subject because of their presence in the Romanian educational system from the beginning of the educational stages until the last cycle of studies conducted by each person. I consider that the topicality of the theme is in its usefulness and applicability in the educational context regardless of the stage or cycle we refer to, alternative assessment methods being more and more common and used in the observation and evaluation of students. They have the main benefit of knowing the individual and their behavior, skills and abilities, and not just the ability of memorize or learn. The idea of alternative evaluation has become important, precisely because I appreciated the situations in which students was subjected to evaluation using these methods that offered them the possibility of organization, creativity and ingenuity. A reference example could be from a high school discipline, namely Language and Literature, in which the evaluation could consisted also in the elaboration of a work portfolio that included several optional individual activities. In addition, in the academic environment, the idea of portfolio or summative assessment is much more common because the marks obtained in the seminar count to the final grade, and here is the opportunity for the student to recover the score while for the exam has only one chance or more in case of arrears). Practically, assessment can be regarded as a complex process through which the student's level of training is measured, but this is an indispensable process from the perspective of the didactic framework which involves both scientific training in the evaluation and discipline field as well as a an extra effort to reduce, as close to the minimum as possible, the subjectivism in the appraisals it usually makes.
APA, Harvard, Vancouver, ISO, and other styles
6

Bernat-Maso, Ernest. "Alternative gamification approaches in engineering education." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17079.

Full text
Abstract:
Motivating students eases their learning process. In this line, gamified activities are presented as an effective strategy but dependent on the context and students’ profile. The procedure to gamify several activities of a master course in engineering is detailed: preliminary analysis, justification of the selection of alternative gamifying strategies, definition of the indicators, including the proposal of a novel mood self-assessment strategy, and discussion of the obtained academic results. The main conclusion is that gamification improve students’ mood. In addition, time trial activities motive students but are detrimental to their marks, whereas the importance of choosing a suitable activity type and placing it in the correct calendar date is essential to its effectiveness.
APA, Harvard, Vancouver, ISO, and other styles
7

Seehawer, Maren. "Approaching Ubuntu in Education Through Bottom-Up Decolonisation." In Pivot 2021 Dismantling/Reassembling: Tools for Alternative Futures. Design Research Society, 2021. http://dx.doi.org/10.21606/pluriversal.2021.0050.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stanciu, Cristianoctavian, and Petrerazvan Enache. "E-LEARNING - ALTERNATIVE OR NEED?" In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-139.

Full text
Abstract:
The pandemic caused by the new Covid-19 imposed at international level a series of measures to protect and limit human interaction, measures that also had effects in the education system. The starting point of the analysis is the fact that previously alternative methods were applied in the educational process that did not require physical attendance at courses. In front of the new challanges, states have been forced to continue and develop these methods and, at the same time, to identify new ones so that the educational process can be completed with at least the same expected effects. This article aims to analyze the effects of the pandemic on the educational process and how to implement the lessons identified during this period to streamline the educational process in the future when the effects of the pandemic will cease. For this, applying heuristic research methods, both classical and unconventional, we analyzed the different approaches of some states and proposed uniformity measures at regional level to obtain maximum effects in the educational process. Documentary research and content analysis allowed us highlight some positive aspects of the application of alternative methods. Moreover, the comparative analysis and the study of the actions undertaken allowed the identification of the need to combine in the future the classic methods of conducting the educational process with the specific e-learning ones. This could be the key to a more efficient path in terms of improving and achieving the highest possible results in the education system with the minimum use of the necessary resources.
APA, Harvard, Vancouver, ISO, and other styles
9

Grecu, Eugenia. "ALTERNATIVE SHALE DRILLING." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s21.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Popescu, Maria magdalena. "SOCIAL MEDIA- AN ALTERNATIVE WAY WITH VARIOUS FORMS OF EDUCATION." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-162.

Full text
Abstract:
Internet has lately become a buzz-word of daily life, of the educational and social environment, an informative tool, a transaction medium and a hidden witness for individuals' moods. Within this circle traced by internet, new media is often taken for web 2.0 or social media as little research has looked into these delineations. To differentiate from it all, New Media is the philosophy whose tangible facets are represented by web 2.0, the technology that is harnessed and saddled to education, information and socially driven actions. Web 2.0 is participative and collaborative, as the information submitted as such can be spread on a large scale and in high frequency by the users for a potentially unlimited public which can answer in various ways- with text, image, audio, video to the uploaded and shared content. Thus it greatly contributes to education and information in a different way than the "brick and mortar" type. How this new technology, new media, contributes to training in a higher education environment and which tools does it act upon, towards which targets and how effective is that all, this paper is going to answer along with means to an end in providing alternative ways for different types of education. As users we continuously learn, formally and informally, we develop and establish connections to then share what we know or we have learned from others. Networks are thus formed, networks of knowledge and individuals, of collaboration and of learning. How these networks function and what they bring along with learning and how the educational process benefits all this is to be showcased in the present paper.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Alternative education"

1

Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035800.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada262081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Connett, Dian. The Culture of an Alternative Education Program: A Participant Observational Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boukary, H. Boukary, M. W. Ngware Ngware, M. Mutisya Mutisya, and P. Wekulo Wekulo. Alternative Education and Return Pathways for Out-of-School Youth in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36832.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Goodman, Alissa, and Greg Kaplan. 'Study now, pay later' or 'HE for free'? An assessment of alternative proposals for higher education finance. Institute for Fiscal Studies, June 2003. http://dx.doi.org/10.1920/co.ifs.2003.0094.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mateo-Berganza Díaz, María Mercedes, JungKyu Rhys Lim, Isabel Cardenas-Navia, and Karen Elzey. A World of Transformation: Moving from Degrees to Skills-Based Alternative Credentials. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004299.

Full text
Abstract:
Postsecondary education is undergoing a period of profound change. One of the most significant changes is the emergence of skills-based, non-degree, alternative credentials as both complements and alternatives to traditional degrees. Several factors have combined to favor these shorter, less expensive, and more versatile ways to gain knowledge and skills for work. The factors include the rigidity and high cost of traditional degrees; the fact that traditional institutions are failing to equip many graduates with the skills they need; and the need to rapidly upskill and reskill workers to meet the increasingly complex demands of modern economies. This report summarizes evidence suggesting a decrease in the value of degrees as a signaling mechanism in the labor market. It also identifies the benefits of alternative, non-degree credentials and makes recommendations on ways to increase their value and acceptance in the market. It remains to be seen whether non-degree alternative credentials are a short-term strategy to close the skills gaps and deal with the transition to adaptive and qualified labor, or a permanent strategy of human capital development.
APA, Harvard, Vancouver, ISO, and other styles
7

Onyango, Roselyne, and Zsuzsanna Nyitray. The Conceptualisation and Regulation of APBET Schools in Kenya: Applying the Abidjan Principles on the Right to Education. Edited by Juana Barragán Díaz and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, July 2024. http://dx.doi.org/10.53110/ezqx6224.

Full text
Abstract:
This report explores the categorisation and governance of 'Alternative Provision of Basic Education and Training' (APBET) schools within Kenya's educational framework. The report highlights the importance of aligning APBET schools with the Abidjan Principles to ensure they support public education effectively. It outlines the historical context of public education in Kenya, distinguishes between public and private education in terms of human rights, and delineates the state's obligations regarding both. The report also examines Kenya's legal definitions and regulatory approaches to different types of schools, emphasising the need for clear policies to address the role and regulation of APBET schools. Recommendations are provided to enhance the legal and policy framework, ensuring that APBET schools contribute positively to the educational landscape, especially in marginalised urban settlements.
APA, Harvard, Vancouver, ISO, and other styles
8

Schiefelbein, Ernesto, Paulina Schiefelbein, and Laurence Wolff. Cost-Effectiveness of Education Policies in Latin America: A Survey of Expert Opinion. Inter-American Development Bank, December 1998. http://dx.doi.org/10.18235/0008789.

Full text
Abstract:
This paper provides an alternative approach to measuring the cost-effectiveness of educational interventions. The authors devised a questionnaire and gave it to ten international experts, mainly located in universities and international agencies, all of whom were well acquainted with educational research and with practical attempts at educational reform in the region; as well as to about 30 Latin American planner/practitioners, most of them working in the planning office of their ministry of education. Each respondent was asked to estimate the impact of 40 possible primary school interventions on learning as well as the probability of successful implementation. Using their own estimates of the incremental unit costs of these interventions, the authors created an innovative index ranking the cost-effectiveness of each of the 40 interventions.
APA, Harvard, Vancouver, ISO, and other styles
9

Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

Full text
Abstract:
The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
APA, Harvard, Vancouver, ISO, and other styles
10

Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

Full text
Abstract:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Alternative education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography