Relevant bibliographies by topics / Alternative education / Dissertations / Theses

Dissertations / Theses on the topic 'Alternative education'

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Published: 4 June 2021
Last updated: 30 July 2024

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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.

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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
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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.

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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.

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4

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

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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.

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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.

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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.
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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.

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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.
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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.

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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.
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9

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

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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.

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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/.

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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.
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Reynolds, Sharon Marie. "Alternative school administrators : knowledge of and degree of support for alternative education tenets." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238744.

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The primary purpose of this study was to examine the extent to which Indiana alternative school administrators were knowledgeable of research-supported tenets of effective alternative education and the extent to which they personally supported these tenets. Other purposes included: (a) developing a demographic profile of the administrators, including total population and membership in an Alternative Career Group or Traditional Career Group, (b) testing for possible associations between the two study groups and selected demographic variables, (c) testing for possible differences in knowledge levels between the two study groups, and (d) testing for possible differences in support levels between the two study groups.The study population consisted of 118 licensed administrators employed in public alternative schools in Indiana serving students whose disruptive behavior resulted in the students' removal from traditional schools. Data were collected using a structured questionnaire. Ninety-one surveys were returned, yielding a 77% response rate.Major findings included:1. Administrators did not recognize all tenets that guide the policies of effective alternative schools or all practices that hinder success; the mean knowledge score was 78% of the possible score, indicating moderate knowledge level.2. Administrators' personal support level was slightly lower than the knowledge level; the mean support score was 74% of the possible score.3. Less than one-third of all administrators reported taking college courses pertaining to alternative education.4. Alternative Career Group members had a significantly higher knowledge level of the tenets than Traditional Career Group members; however, no significant difference existed between the groups regarding personal support.Results concerning knowledge and support suggested that some administrators were not guided by the tenets of alternative education espoused in the literature. Moreover, administrators who had a career orientation to this specialization were no more inclined to support the tenets than were administrators without this career orientation. The fact that a relatively low percentage of administrators had completed one or more college courses in alternative education raises questions regarding the degree to which these administrators are adequately prepared to lead their schools. Recommendations are made with respect to additional research and to revising licensing standards for alternative school administrators.
Department of Educational Leadership
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12

Yoo, Jae-Bong. "Education as initiation into social practices : an alternative to liberal education." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019154/.

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This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.
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13

Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

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14

Hicks, Adam S. "A.C.C.E.S.S. - Alternative Conceptions: a Comprehensive Examination of Space Science." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250084491.

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15

Pennington, Barrie Tinsley. "Post-compulsory education : an alternative discourse? 1750-2001." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250401.

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16

Marks, Lori J., and M. L. McMurray. "Augmentative and Alternative Communication: A Continuum of Devices." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3551.

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17

Hopkins, Lindsey Y. "Student Experiences, Struggles, and Supports in an Alternative School Setting." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703349/.

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Experiences of shame, such as feelings of failure, scorn, ridicule, and embarrassment, all impact a student's successful mastery of academic skills. To identify and understand the shame experiences that impact a student's success, as told from the student's perspective, and determine which factors contribute most to student success, the lenses of the shame resiliency theory and self-determination theory were utilized. This phenomenological qualitative research study explored the struggles associated with shame that students who attended and graduated from a school-of-choice alternative school experienced. In addition, it examined the factors, experiences, and/or constructs related to social and emotional well-being and resiliency that students who attended and graduated from a school-of-choice alternative school identified as most salient regarding their ability to progress through their secondary school years, achieve educational success, and ultimately, graduate from high school. The results of this study add to the body of evidence that supports a shift in the education program from a focus on assessment to SE support for the whole child. Addressing students' academic needs are but one piece of the puzzle. Meeting their social and emotional needs may, however, be even more important, both in the short-term and the long-term for all students, regardless of the types of schools they attend.
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18

Cajic-Seigneur, Magdalena. "The role of alternative educational provision for young people disaffected with mainstream education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021702/.

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Over the last thirty years there has been considerable debate on the organisation and structure of the 14-19 education system in England. Although the proposals for a unified system have dominated academic research, successive government policies have failed to fully integrate the 14-19 phase in education. Instead, academic and vocational education remain divided and the number of young people aged 16-19 in the NEET category unchanged. This study of an alternative educational programme (AEP) for students who experience social, emotional and behavioural difficulties (SEBD) delves deeply into the problems that these young people are facing in an attempt to find solutions to motivate and engage them. This becomes particularly pressing in the wake of the raising of the participation age to 18 in 2015. The study employs Bronfenbrenner’s ecosystems theory which concentrates on the examination of the impact of different ecosystems on young people’s development and progression in education. The case study incorporates a multi-method research strategy, which sought to gain the perspectives of different stakeholders on the effectiveness of the AEP and to examine its outcomes for students in terms of their academic, social and behavioural progress as well as their progression into the post-16 phase. The findings indicate that this type of provision within an FE college provides positive outcomes for disengaged students but they also emphasise the importance that these young people place on the well recognised curriculum offered in mainstream schools. The findings suggest that the English education system, which remains segregationist and divided, contributes to the widening of the socio-economic gap particularly in times of economic downturns and unstable employment opportunities. The study recommends changes in different ecosystems, starting with 14-19 education which should offer a unified qualification structure that caters for all learners thus preventing these young people becoming NEET and socially excluded in their adulthood.
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19

Stoops, Timothy. "An Examination of the Beliefs and Practices of Alternative Education Principals." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1348428344.

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20

Barteček, Marek. "Zavádění montessori principů vzdělávání do ekonomických předmětů na obchodní akademii." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-360320.

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Thesis aims to find out whether or not it is possible to implement Montessori principles of education into economical subjects on High schools. Parst of the Thesis are also preparations for teaching of economical subjects with Montessori principals. At the end reader can find out more information about methods, forms, content, didactic aids and didactic technique which can be used to implement Montessori principles appropriately. Author used several different experimental methods like experimental teaching, self-reflection of the practitioner, questionnaire survey in the class where experimental teaching took place and didactic test for pupils who participated in experimental teaching. As a result, implementation of Montessori principles is possible and has advantages (better atmosphere in class, better way to achieve educational goals) and disadvantages (problems with fixation).
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Decker, Julia E. "Perceptions of Alternative Center Students on Their Successes: A Case Study of An Alternative Center in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1114.

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This qualitative study examined how students at Science Hill High Alternative Center (AC) perceived their academic success. Eighteen alumni from Science Hill High School Alternative Center were interviewed to examine their perceptions of their success. Choosing 2 alumni to represent each of the 9 programs represented at the AC provided perceptions of 3 emerging themes: (a) relationships, (b) diversity of programs, and (c) personal growth. There were other findings that were noted but not identified as a theme. Other findings involved alumni wanting to reminisce about incidents that occurred and reflect on peers who were in attendance with them at the center. Some alumni who attended programs other than Graduate On Time (GOT) discussed the need for a graduation component through the Alternative Center. Some said that returning to the main campus was not in their best interest and sabotaged their success in order to remain at the AC, while other alumni strived to return to the main campus as soon as they had met their academic goals. In relating their initial thoughts about attending the Alternative Center for the first time, many had mixed feelings: (a) they did not want to be separated from friends, (b) would they be successful, (c) who really cared if they came to school and were successful, and (d) would they really get to return to the main campus as soon as they met their goals. Additionally, alumni suggested that students be allowed to stay at the Alternative Center (AC) if it helped them to be better prepared for the workforce or college. Alumni who spoke about their success said they were better prepared than their peers for college admissions standards, work ethics, and the employment process in general.
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22

Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

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The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.

While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.

International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.

Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.

This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).

The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

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Lacelle-Lavallée, Johanne. "Street-kids, a pedagogical journey into alternative art education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39492.pdf.

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Muir, Dawn Patricia Eaton. "Relationships in education : modern dilemmas and a Socratic alternative." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627325.

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Makinde, Sam. "Alternative education in Britain : aspects of black community initiatives." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1443/.

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Nelson, Ann E. "Solutions of Hope: Study of Public Choice Alternative Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26612.

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The purpose of this paper is to examine findings related to the problems that school systems confront in educating all students and the approaches used in solving those problems through the use of alternative educational curricula and settings. It considers that schools foster public engagement, not simply public relations, in order to bring the communities they serve into conversation, which calls for listening, responding, and educating. Findings indicate that concerns about poor performance on standardized tests, academic standards, and the numbers of students dropping out of schools are among the problems many public schools unfortunately have in common in both rural and urban areas. These deficiencies exist in populations represented in public schools throughout this country. This study reveals that even though these seemingly insurmountable problems are an on-going cause for public concerns of American schools, school leaders are addressing these issues through policies and practices in alternative education programs. The category of educational alternative option studied will be that of public choice alternative education. Public choice options are open to all students in their localities who meet the placement criteria. The chosen school studied, the Virginia Randolph Community High School , was identified by the Virginia State Department of Education as having an established public choice alternative education program. This alternative high school has been fully accredited by Virginia standards. This investigation will also examine the influence of a historical figure, Miss Virginia Estelle Randolph, on the present alternative educational program at Virginia Randolph Community High School.
Ed. D.
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Foss, Ivy. "African American Student Placement in Disciplinary Alternative Education Programs." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062856/.

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The purpose of this study was to determine the relationship (predicative capability) between selected variables, specifically, African American student enrollment, teacher ethnicity, and urban or rural district classification and the number of African American student placements in a disciplinary alternative education program (DAEP). The study used a non-experimental ex post facto design. Archival data from the Texas Education Agency were used to identify Texas schools that sent African American students to a DAEP during the 2013-2014 school year. Archival data from the Texas Education Agency were also used to identify African American student enrollment and teacher ethnicity for the selected school districts. Finally, archival data from the Texas Department of Agriculture were used to identify district classifications of urban or rural. Participants in this study consisted of 187 school districts that placed African American students in a DAEP during the 2013-2014 school year. Based on the findings, teacher ethnicity and African American student enrollment are statistically significant contributions to African American student placement in a DAEP. Urban or rural district classification is not a statistically significant predictor in the same placements. Results of this study add to existing literature by confirming that there is an overrepresentation of African American student placements in DAEPs and suggesting possible ways to combat this epidemic.
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Thomas, Rebecca Arlene. "The Effectiveness of Alternative Dissertation Models in Graduate Education." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5276.

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Historically, the doctoral dissertation has had two purposes: to train young scholars in proper research methodology, and to contribute original findings to research. However, some feel that the traditional dissertation format falls short of these goals for two reasons. First, the majority of dissertations never get published in academic journals, and dissertations are unlikely to get cited in academic articles. Second, many students in doctoral programs see little authenticity in traditional dissertations because the writing style and process differ from that of academic articles. In response to these concerns, many Instructional Technology programs have implemented alternative dissertation formats. This study used survey data to investigate the benefits, challenges, perceptions and current practices of alternative dissertation formats in Instructional Technology. Online surveys were sent to 74 students, 61 alumni, and 38 faculty of Instructional Technology programs in 2010, and 78 students, 43 alumni, and 12 department representatives in 2014. Data were analyzed using qualitative and quantitative methods. Surveys found that alumni who completed alternative dissertation formats received more citations for their dissertations than those who completed traditional dissertations, showing that alternative dissertations increase the likelihood of impact. Additionally, respondents reported that alternative dissertation formats facilitate authenticity and collaboration, and prepare students for a career in academia. However, some participants perceived alternative dissertations as less rigorous than traditional dissertations, with ambiguous requirements and expectations of quality. More research is needed in order to understand current practices for alternative dissertation formats in Instructional Technology.
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Murray, Anthony G. "Strerss on Educators at a Discipline Alternative Education Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7106.

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Interaction with their students during classroom instruction is often a source of stress among many teachers. The academic setting of Disciplinary Alternative Educational Programs (DAEP) poses a risk factor for teachers to experience stress, given that student disruptive behavior has been associated with higher stress levels among teachers. The problem underlying this study was that most studies on DAEP have focused on the experiences of students, with limited information available about the experiences of teachers in this type of academic setting. The purpose of this qualitative phenomenological study was to explore the role of job-related stress and coping on the job performance of DAEP teachers, from a transactional theory of stress and coping approach. This exploration was grounded in the theoretical lens of the transactional theory of stress and coping, which served as the link between the importance of the psychological health of teachers and the successful administration of public programs. The geographical setting of the study was a single DAEP campus. Data were collected using 20 individual, face-to-face semi structured interviews. Data were analyzed using the modified van Kaam method of phenomenological analysis, which involves the systematic analysis of data through the process of dividing large quantities of qualitative data into smaller units of meaning. The results produced significant thematic themes. The findings from this study could help scholars and practitioners gain important insight about job-related stressors in DAEP, which could facilitate the improvement of administration and development policies in order to promote a positive work environment in DAEP settings.
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Moilanen, Carolyn. "Students in alternative public high schools: educational histories prior to alternative school entry." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/484.

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The study was designed to describe an urban district's alternative high school population in terms of a conceptual framework drawn from three bodies of literature: dropout studies, supplementary/compensatory education, and alternative schools studies. Educational histories prior to alternative school entry were traced through district records and documents for 757 students and a focused interview was conducted with 81 students in order to obtain their perceptions of both regular and alternative educational experiences during their school careers. A qualitative data analysis was conducted to determine the study population fit with traditional descriptors for high-risk, to examine district responses in terms of educational program experiences in both regular and alternative schools, and to obtain insights into possible relationships between the two. Overall, the sample population most clearly matched traditional personal/social descriptors for potential dropout/high-risk in terms of sex representation, between-district mobility, and because they had experienced some period of dropout. Nearly half the sample had been suspended at least once during district enrollment. There was less fit in terms of grade-level representation, minority enrollment and school achievement. Larger numbers of eleventh and twelfth graders were enrolled than the literature would suggest. Minority students, traditionally over-represented among dropouts, are under-represented in the sample programs. As a group, the population is achieving in terms of basic skills competencies tests, but over half the sample has a history of participation in supplementary/compensatory and/or other alternative programs early in their careers. Students described teachers as the most critical component of their educational experience. While an instructional "helping" relationship and its consistent contribution to student success was often noted, a more personalized teacher-student relationship was mentioned even more frequently. Students identified early in their careers for supplementary/compensatory programs reported an affective as well as achievement-oriented dimension in those experiences, and described themselves as learners dependent upon the kind and level of individualized help and attention received in those settings and in the alternative setting as well.
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Park, Sherry. "Stakeholders' Perception of Alternative Certification Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/893.

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The diminution of Alternative Certification Program (ACP) teachers contributes to the teacher shortage and complicates the challenges of hard-to-staff schools. Some ethnic minority, economically challenged districts have experienced a growing attrition rate of teachers prepared by ACPs, resulting in a scarcity of qualified teachers. The purpose of this study was to examine the experiences of stakeholders, including teachers currently in the program, teachers who left the program before completion, and program administrators, in order to understand the ACP program. A conceptual framework was based upon theorists Feistritzer and Klagholz, the originators of the ACP movement. Ten participants were selected for this qualitative case study using purposeful sampling, and data were collected through open ended interviews focused on training, challenges, support, and improvements. The hand analysis method was used to generate codes and subsequent themes. The themes developed from the interview questions and that provided some insight into stakeholders' perceptions included the influences of a positive school environment, the detriments of lack of support and preparation, and the apparent need for program restructuring. An ACP training manual based on study findings was designed to address the immanent training and support needs of ACP teachers. The manual may be implemented to train and retain ACP teachers in the district of study. Positive change implications of this study and of this manual may include more relevant professional development and a more structured ACP.
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Sookhoo, Sharind Nadra Adine. "Practices in alternative teacher preparation programs in California." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/16.

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The challenges of the Great Recession of 2008 have impacted the field of education to the point that many intern programs have ceased to exist. Alternative (or Intern) teacher preparation programs have also become an increasingly popular topic, especially since the term "highly qualified teachers" will soon be up for re-assessment. Concerns over the quality of teacher preparation programs have yet to yield conclusive results and seems to be an unending debate. This study has provided a glimpse into two intern programs and the process by which these programs have evolved. There were 6 major themes that emerged out of this study: Communication & Collaboration, Support, Financial Influences, Individual Dynamics, Beyond Curriculum and How Programs have Evolved to Remain Current. This study described participant perspectives that relate only not how these two intern programs survived during the challenging economic crisis, but how they have managed to thrive. Efforts were made by each program to utilize low intern enrollment to their benefit by providing added supports and individualized programming to better meet the needs of interns/teachers in training. Three intern participants, two Intern program directors and four intern program instructors have provided their perceptions on their programs to illustrate a clearer picture of how their respective intern programs have evolved to remain current in this challenging economically turbulent time.
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Bragg, P. Paulette Reed Cynthia J. "Procedures and services needed to facilitate a successful transition for students with disabilities enrolled In Georgia's CrossRoads alternative education programs." Auburn, Ala, 2008. http://hdl.handle.net/10415/1445.

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Thiemann, Angela Amiss. "Perceptions of K-12 Alternative Education Program Leaders in the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104086.

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Preparation leadership programs for beginning and inexperienced alternative education program leaders are mostly non-existent (Price and Doney 2009). Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. "There is little research, however, on exactly what leaders of alternative education programs need in terms of skills, preparation, and training to be successful" (Price and Martin, 2010, p. 3). The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for effective alternative education program leadership. Utilizing a basic qualitative research design, structured interviews were used to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for leadership.
Doctor of Education
The course of study required for administrators to become certified principals lacks specialized instruction to focus on the challenges in alternative education program leadership. Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for program leadership. Data were collected using qualitative methodologies. Alternative education program leaders from four schools, grades K-12 in the Commonwealth of Virginia were used in this study. This study yielded 4 findings and four implications for practice. Suggestions for future study would be to conduct the study during a non-pandemic year to include additional alternative education leaders across the Commonwealth of Virginia. All the data obtained provided K-12 alternative education program leadership perceptions about how these findings could assist aspiring school leaders to become better informed on alternative education leadership.
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Price, Teresa Moore. "A study of the alternative school education program in Mississippi." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07142004-131458.

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Lo, Meng-Ting. "Alternative Methods for Modeling Clustered Ordinal Data." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586792558628762.

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McGuire, David B. "A study of barriers to creating alternative education in Indiana." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203646.

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A state grant program for alternative schools in Indiana was announced in 1997. Less than one-half of Indiana school corporations applied for the funding for the 1998-99 school year. The purpose of this study was to determine if specific barriers were preventing Indiana superintendents from implementing alternative programs in 1999-2000, and if those barriers were associated with select demographic variables.The results indicated that 77%- of the 264 responding superintendents had or participated in an alternative program. There was a significant association between the size of a corporation's student body and the barrier of 11 acceptance''. This barrier consists of concerns about alternative education that carry a negative tone. There were significant associations between the existence of alternative education and the superintendents' final level of education, the size of the corporation's student body, and the assessed valuation of the corporation. Smaller and poorer corporations with a superintendent without a doctoral degree in Indiana were less likely to have or use an alternative program.
Department of Educational Leadership
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Dyson, Ben. "A case study of two alternative elementary physical education programs." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302719507.

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Enloe, John Taylor. "A case study of an interim alternative educational setting." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0809102-192916/restricted/EnloeJ082202b.pdf.

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Jordan, Susanne Plum. "Parents choosing independent education personal advantage or a moral alternative /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3887.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Embargoed until Dec. 20, 2008. Includes bibliographical references (p. 234-249).
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Helems, Darryl D. "The School Counselor's Role in Alternative Education Programs in Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28219.

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This study was developed to answer the research questions 1) What services do school counselors provide in alternative education programs in Virginia? and 2) What are the reasons that students are participating in alternative education programs in Virginia? Alternative programs throughout Virginia were identified and data were randomly collected from a random sample of administrators and school counselors working in 15 of these programs. The data collected were then transcribed and analyzed in an effort to determine if any significant categories or themes related to the research questions. The data indicated that most counselors identified that they were involved in both direct counseling and administrative duties at their schools. Direct counseling duties consisted primarily of individual counseling, group counseling, and career counseling while the two primary administrative duties reported were test coordination and scheduling. The data indicated some consistent reasons for placement in alternative education programs. Seven schools reported that they served students for behavioral, academic, and other various reasons while only three reported that they served students specifically for behavioral or academic reasons. The areas of discipline/expulsion, failing grades, lack of credits to gain diploma, truancy, and teen pregnancy were identified as reasons for which placement in the alternative programs interviewed. The results of this study suggested a need for further studies relating to community involvement and direct counseling activities of school counselors working in alternative education. Recommendations were also made with regards to the future training of school counselors and the development of alternative education programs.
Ph. D.
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Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

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As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification programs are available to teacher candidates. Some of these programs are well designed with education courses and content area methodology along with pre-service teaching internships while others may not provide the opportunities for new teachers to be successful in their first years of teaching. This study investigated the perceptions of secondary school principals regarding the effectiveness of traditional and alternative teacher preparation programs.

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Archibald, Douglas Bollon. "Global education, an alternative program of study for progressive learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53397.pdf.

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Lam, King Lancelot, and 林兢. "Metamorphosing education: an alternative design approach to secondary school design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984630.

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Rahman, Arifa. "English language teacher education in Bangladesh : towards an alternative paradigm." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10006624/.

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46

Saba, Namhla. "Alternative financing of teacher education in South Africa: Stakeholder affinity." Thesis, University Of Cape Town, 2018. http://hdl.handle.net/11427/29937.

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Adequately prepared quality Maths and Science teachers are crucial to addressing South Africa’s poor learner results and the associated skills development shortages. South Africa has been characterised by dismal and worsening matric SMT results over the past two decades, which jeopardises current and future prospects of a successful transitioning in the fourth industrial revolution. Critically underpinning this dismal performance are teacher quality and quantity. South Africa’s public education sector is known for its ill-prepared and unqualified teachers who struggle specifically with contextual application abilities. While past scholarly research and policy interventions have focused on financing teacher education quantities with considerable success, little if anything has been documented about innovative project financing approaches to quality teacher training, and the potential for wholesale adoption in social entrepreneurship, public-private partnerships in resource constrained contexts. SIBs were identified as a potential complementary finance model mainly due to identified characteristics and associated benefits. A qualitative study was conducted in order to find out how South African stakeholders can navigate the operational and associated financial challenges of developing quality Maths and Science teachers for the public sector. The study, limited to the capacity building dimensions of teacher training in South Africa, endeavored to understand how alternate financing mechanisms could respond to some of the key challenges of developing quality teachers. Interviews were conducted with the relevant participants in a SIB which included Education government representatives, teacher training service providers and private sector financiers. The research identifies that the value of implementing a SIB in teacher training is based on its ability to accommodate heterogeneous outcomes of an alternative holistic teacher training framework. This models strength lies in its reliance on strong partnerships for both implementation and financial outcomes. The SIB model finds its theoretical framework in project finance and has characteristics that can be seen as complementary solutions to the key challenges of developing teachers as well as a potential solution for wholesale implementation. From an operational perspective, the SIB creates a platform for the public educations lack of quality teacher infrastructure to leverage off private education’s quality teacher infrastructure in capacitating current and incoming teachers into the public sector. Thus allowing for the education sectors to collaborate and cross pollinate skills, resources and knowledge for the benefit of boosting the public sectors teacher training implementation capabilities. This ensures that the right skills, competencies and platforms are utilised in tackling challenges emanating from insufficient, irrelevant and unsupported experiential learning. The model also places outcomes at the centre and as a driving force for quality teacher delivery. This encourages stakeholders to earnestly consider quality teacher characteristics and include the associated key performance indicators at the different stages of development. This shifts the focus of teacher training delivery in South Africa to being outcomes driven rather than being inputs focused. This shift has proven to be a more cost effective method of addressing social challenges. From a financial perspective, once the requirements from public and private financial sectors have been met, the model also taps into new capital sources for scaling the implementation of a holistic teacher training model. The additional resources also enables government to introduce social entrepreneurs into education delivery and scale funding innovative preventative teacher training solutions. The PPP model is not without its challenges within the South African teacher education landscape. However conceptually, all the stakeholders appear keen to further engage and explore the merits of the holistic quality teacher framework, representing an emerging opportunity towards collaborative efforts in lure of a common social goal. Factors such as the alignment of objectives amongst stakeholders and additional revenue streams were identified as dominant stakeholder incentives affirming the desire to engage. Meanwhile, factors such as challenges with quantifying and measuring teacher quality, implementation and execution risk, and trust deficit issues were identified as dominant challenges that highlighted stakeholder key reservations with the framework.
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Tilak, Shantanu Amod. "Alternative lifeworlds on the Internet: Habermas and democratic distance education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587177594821112.

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Lam, King Lancelot. "Metamorphosing education : an alternative design approach to secondary school design /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952481.

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Rogers, Sarah Jane. "Investigation of Science Education Attitudes in Alternative High School Settings." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2525.

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This study compared the attitudes of administrators, teachers and students in school settings for at-risk students. Students are considered at-risk if they are not academically successful. Teacher and student science education attitudes were analyzed by survey data and categorization of teaching practices. Additionally, data from classroom videotapes and teacher interviews was collected to support and triangulate survey data. Study participants were selected from two school settings for at-risk students 1) public alternative schools (PAS) and 2) private residential treatment centers (RTC). When the survey questions were analyzed by school type and teacher classification several differences were found between 1) teacher responses, 2) students responses and 3) the difference between student and teacher responses. However, when students were analyzed by their teachers' teaching classification no significant differences were found for any of the survey questions or question groupings.
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Ignatovski, Stefan. "Sources of Financial Education and Use of Alternative Financial Services." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6794.

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As the lending practices of the alternative financial services (AFS) industry harm many consumers and consumers' access and use of traditional credit are restricted, the use of AFS is a growing concern. The financial education of consumers determines their financial behavior, which may be inadequate to make effective financial decisions regarding high-cost borrowings. The purpose of this quantitative study was to examine if and to what extent the sources of financial education is related to the use and frequency of use of AFSs among U.S. consumers. The theory of planned behavior and the transtheoretical model of change shaped the theoretical framework for this study. An explanatory correlational design was used to analyze archival data collected by the FINRA Investor Education Foundation for their 2015 National Financial Capability Study. Binary logistic and negative binomial regression analyses indicated that exposure to formal financial education did not contribute to reduced use and lower frequency of use of AFSs but, instead, contributed to the exact opposite. Only parental financial education was found to contribute to reduced use and lower frequency of use of AFSs. One-way ANOVA analyses indicated that all forms of financial education contributed to increased perceived financial knowledge. This study may lead to positive social change by informing policymakers about the necessary steps to remedy the problem of continuous AFS usage and serving as a foundation for future studies that should consider other factors beyond formal financial education that could influence the use and frequency of use of AFSs.
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