Dissertations / Theses: 'Educational alternatives'

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Haslam, Susannah E. "After the educational turn : alternatives to the alternative art school." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3479/.

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This research problematises the contemporary phenomenon of alternative arts education after art’s ‘Educational Turn’, encompassed by evidence of a critical discourse between 2006 and 2016. The thesis addresses the questions: what are the alternatives to models of the alternative art school having emerged through the Educational Turn? And, how might dialogic engagement with organisations outside of the Turn propose something other for the future of alternative arts education? Contemporary art’s capacity to instrumentalise education, through its reimagining by artists and the co-option of ‘the alternative’ by arts institutions, must be countered by considering organisational models that sit outside of the Educational Turn. The field is contextualised by a ‘crisis in education’ in the UK, contributing to an abundant manifestation of ‘alternative’ art schools. An often-overlooked plurality exists to ‘the alternative’ that, in its co-option by contemporary art, is rendered homogenised. Existing discourse considers artistic, self-organised and curatorial practices, framed by institutional and infrastructural critique, but neglects to step outside of the Turn to imagine other models for alternative arts education. ‘Knowledge mobility’, ‘the dialogic’ and ‘(trans)formation’ form a framework for the thesis, functioning according to a methodology of critique and proposition. The research derives ‘knowledge mobility’ to critique the Turn’s instrumentalisation of education, by examining existing discourse and practice that problematise the paradoxes of the Turn and frame knowledge as a form of social organisation. The research aligns ‘the dialogic’ from Mikhail Bakhtin and Paulo Freire, with Julia Kristeva and Roland Barthes’ ‘intertextuality’ and Maurice Blanchot’s ‘infinite conversation’. The function of ‘the dialogic’ is twofold: as a structural metaphor and conversational research practice. Four dialogues with organisations operating outside of the remit of the Turn consider the productive and transformative capacities of models not framed as alternative art schools. These are with: Leeds Creative Timebank, IF Project, THECUBE and Syllabus programme. Negotiating critical and applied interpretations of ‘knowledge mobility’, findings from these are reconciled with the research through a process of ‘(trans)formation’, resulting in the proposition of speculative principles to contribute to the field of alternative arts education. The research has been produced as part of the UK Arts and Humanities Research Council’s (AHRC) Creative Exchange knowledge exchange hub, providing the context for stepping outside of the domain of contemporary art. The value of this approach for the field of alternative arts education is in its capacity to have drawn together thinking from each organisation. This research makes its contribution to the field of alternative arts education by working dialogically with organisations where the practice of knowledge is central, establishing a connection between organisations outside of the Turn, which would otherwise be excluded from its discourse, with contemporary art. The research formulates and puts into practice methods of critique, conversation and proposition: producing a critical vocabulary, lens and through deriving speculative propositions towards a possible future for alternative arts education.

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Etheridge, Linda Joy. "A discriminative study of educational alternatives for missionary children." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Koshak, Greg. "Parochial high school senior's perceptions of work, military, and educational alternatives." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf.

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Eguchi, Emi Amy. "The new wave : educational alternatives approaches to school non-attendance in Japan." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615944.

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Edwards, Chester Roy. "Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1036.

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The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was 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 research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.

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Clifford, Karen Joyce. "Traditional Suspension Practices and Nonpunitive Alternatives for Secondary Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2960.

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Growing numbers of suspensions and expulsions of students with disabilities (SWDs) have prompted school districts to explore nonpunitive alternatives to traditional suspension practices. The study school district implemented nonpunitive alternatives to suspension for SWDs, specifically students classified as emotionally disturbed (ED). SWDs are being suspended at a higher rate than their general education peers for the same violation. The purpose of this causal-comparative study was to examine differences in academic performance between students with emotional disabilities who received out of school suspensions and those who received nonpunitive consequences other than suspension for the same violation. To understand disruptive behavior, social learning theory provided the framework for this study. The sample included 20 high school students, grades 9-12, who were SWD eligible under the criteria of ED. Archival data included academic records, attendance records, and suspension records. To compare the means of the data, independent-samples t tests were used to analyze differences in grade point average between the groups. The results found that with nonpunitive alternatives, student attendance was improved; however, there was no significant difference found in academic performance between students who received nonpunitive consequences and those who received out of school suspension. Statistical power was limited due to the study sample size. Positive social change implications include providing initial research findings to the study school district and initiating the dialogue on reducing suspensions of SWDs to improve attendance, which may increase the potential for future academic success.

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Hunter, C. "Approaches to control and management in education : An examination of participation, centralisation and future alternatives." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380794.

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LUITEN, JOHN WILLIAM. "AN EMPIRICAL COMPARISON OF SELECTED ALTERNATIVES TO THE KUDER AND RICHARDSON FORMULA 20 (RELIABILITY, HOMOGENEITY, SIMULATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183963.

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Several alternatives to the Kuder and Richardson formula number 20 (KR20) were compared for accuracy using simulated and actual data sets. Coefficients by Loevinger (1948), Horst (1954), Raju (1982), and Cliff (1984) as well as the Kuder and Richardson formulae numbers 8 and 14 were examined. These alternative reliability coefficients were compared by (1) simulation of tests with varying degrees of item difficulty dispersion, subject proficiency, reliability, and length, and (2) use of the norming samples of the Curriculum Referenced Tests of Mastery (Charles E. Merrill Publishing Co., publisher) for grades four, six, and eight. Most of the coefficients examined proved no more accurate than the KR20 and several were decidedly worse. All coefficients, with the exception of Loevinger's, were affected by item difficulty dispersion. Two coefficients, the KR8 and Horst, were found to have potential as KR20 substitutes. These two coefficients are discussed with recommendations made as to the appropriate use of each one.

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Davison, Kimberlee Kaye. "Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3130.

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The purpose of this study was to examine the potential for using propensity score-based matching methods to estimate teacher contributions to student learning. Value-added models are increasingly used in teacher accountability systems in the United States in spite of ongoing qualms about the validity of teacher quality estimates resulting from those models. Using a large national dataset, teacher effects were estimated for 435 teachers using both value-added and propensity score-based approaches. The two approaches resulted in teacher effect estimates that were moderately correlated, with propensity score-based estimates more highly correlating with the value-added estimates as the matching ratio was increased. For many teachers' students, finding a set of matched control students was impossible unless the set of matching variables was reduced. Results suggest that many teachers have classroom compositions that are unusual, making evaluation of the teachers' impacts on student outcomes problematic. It was also found that, while value-added estimates were relatively insensitive to covariate inclusion choices or method of effect estimation, propensity score-based estimates were somewhat sensitive. Propensity score-based teacher effect estimates offer promise both for better accounting for classroom composition and student background variables and for indicating when a teacher's context is unique with respect to those variables, making the teacher's impact challenging to evaluate.

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Lourenço, Braulio Amaral. "Alternativas pedagógicas e pessoais frente ao desgaste no trabalho docente num contexto de mudanças sócio-culturais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17959.

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O presente estudo refere-se a uma investigação qualitativa, do tipo etnográfica, voltada para a identificação e compreensão das assim chamadas alternativas pedagógicas e pessoais dos professores de educação física da RME/POA. Nesta investigação busquei respostas para o seguinte problema de pesquisa: o que os professores de educação física da RME/POA têm feito na prática pedagógica e de vida pessoal para evitar o desgaste e o esgotamento em função das circunstâncias de trabalho num contexto de mudanças sócio-culturais? Sendo assim, o objetivo deste estudo foi identificar e compreender as alternativas pedagógicas e pessoais destes professores para evitar, superar e amenizar o desgaste ocasionado pelo trabalho docente. Para fins de entendimento, neste estudo o que denominei como alternativas pessoais foram tomadas somente como medida de influência ao trabalho pedagógico, pois não foi objetivo deste estudo entrar nas histórias pessoais de vida dos professores-colaboradores. Os procedimentos e instrumentos de obtenção de informações para desenvolver este estudo foram: a observação participante, a entrevista semi-estruturada, diário de campo e análise de documentos. O trabalho de campo teve um tempo total de duração de dez meses, dos quais oito meses foram de contato com os professores-colaboradores, e dois meses foram de pesquisas dedicadas exclusivamente para análise de documentos e referencial bibliográfico. Como parte de minhas opções metodológicas, durante a investigação no campo decidi trabalhar com duas escolas e seis professores-colaboradores, a fim de garantir a representatividade tipológica. A partir das informações produzidas no campo foi possível a construção das três categorias de análise deste estudo: a primeira, a reorganização do trabalho docente; a segunda, a dupla face do vínculo e o diálogo; a terceira, a trajetória nas alternativas dos professores.
The present study refers to a qualitative inquiry, of the ethnographic kind, towards the comprehension and identification of the so-called alternative pedagogical and personals of the professors of the RME/POA. In this inquiry I searched for the following problem of research: what the professors of physical education of the RME/POA have deed in the practical pedagogical one and of personal life for avoid the stress and the exhaustion in function of the circumstances of work in a context of partner-cultural changes? Therefore, the objective of this study was identify and understand the pedagogical and personal alternatives of these professors to a void, surpass and minimize the stress caused by the educational work. For ends of understanding, in this I study what did I name like personal alternatives was taken only as measure of influence to the pedagogical work, once the objective of this study was not to go through personal backgrounds of life of the professors-collaborating ones. The procedures and information instruments to obtain the development of this study were: the participant observation, the interview is structured, newspaper of field and analysis of documents. The fieldwork had a total time of duration of ten months, of the which eight months were of contact with the professors-collaborating, and two months were of researches dedicated exclusively to documents analysis and bibliographical yardstick. As part of my methodological options, during the field inquiry in the field I decided to work with two schools and six collaborating professors, to guarantee the typological representative. From the information it was possible the construction of the three categories of analysis of this study: first, the reorganization of the educational work; to second, to double face of the bond and the dialogue; to third, the path in the alternatives of the professors.

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Gabnytė-Bizevičienė, Giedrė. "Fortepijono mokymo moduliai vaikų muzikos mokyklose kintant muostatoms į muzikinį ugdymą." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181619-99820.

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Santrauka Magistro darbe nagrinėjamos naujos pianistų ugdymo paradigmos galimybės. Nustatyta, kad iš visų šiandieninę vaikų muzikos mokyklą baigusių mokinių tik 5% renkasi tolesnį būsimo muziko profesionalo kelią – pratęsia mokslus formalaus muzikinio ugdymo įstaigose (konservatorijose, menų mokyklose, LMTA). Taigi 95% moksleivių, neketinančių muzikos mokslus pratęsti toliau, yra taikomi nedidelio procento ugdytinių poreikius atitinkantys ugdymo metodai –- aukšti, profesionaliam ugdymui reikalingi mokymosi standartai. Tokie kontrastingi šiuolaikinėse muzikinio, taip pat ir fortepijono mokymo procentiniai rodikliai įrodo akivaizdų nuostatų diferencijavimo stygių. Šiame darbe modeliuojamas skirtingo ugdymosi alternatyvų vaikų muzikos mokyklų fortepijono skyriuose radimasis – naujas, įvairius moksleivių ugdymosi tikslus ir galimybes atspindintis reiškinys. Empirinio tyrimo, atlikto vaikų muzikos mokyklose, tikslas – nustatyti mokymo/si skambinti fortepijonu muzikos mokyklose ypatumus. Tyrimo objektas – mokymas/is skambinti fortepijonu muzikos mokyklose. Tyrimo metu atlikti šie uždaviniai: mokytojų anketine apklausa išsiaiškinta, kaip vaikai mokomi skambinti fortepijonu, nustatytas mokytojų požiūris į diferencijuoto ugdymosi radimąsi ir galimus tokio mokymo kriterijus fortepijono skyriuje. Anketine apklausa ištirtas mokinių požiūris į fortepijono mokymą/si. Tyrimo metodas – anketinė apklausa, interviu. Apklausti 64 fortepijono specialybės mokytojai ir 90 fortepijono specialybės... [toliau žr. visą tekstą]
The Master thesis analyses new possibilities of pianist teaching paradigms. The conducted research has shown that only 5 % of all contemporary music school graduates choose to be professional musicians by studying at schools of formal music education (conservatoires, art schools, LAMT). Therefore, teaching methods (high teaching standards necessary for professional education) corresponding the needs to a small number of students are applied to 95 % of students who do not intend to continue their studies as professionals. A big contrast in percentage points to an evident lack of attitude differentiation in contemporary music and piano teaching issues. This work modulates different educational alternatives in children‘s music schools and piano departments; a new phenomenon, reflecting different students educational objectives and possibilities. The objective of empirical research conducted at children’s music schools was to identify the peculiarities of teaching/learning playing the piano at music schools. The object of the research is teaching and learning playing the piano at music schools. During the research the several tasks were accomplished; teachers‘ questionnaires pointed out how children are taught to play the piano, teachers‘ attitude towards differentiating education and possible criterion of such education at piano departments was determined. Questionnaires established students‘ attitude to teaching and learning the piano. The research method applied was a... [to full text]

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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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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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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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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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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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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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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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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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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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Sgorla, Kristian. "Inovação tecnológica e práticas pedagógicas: a relação existente entre as tecnologias de informação e comunicação e o professor de língua inglesa da rede estadual de ensino do município de Foz do Iguaçu/PR." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/1024.

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Made available in DSpace on 2017-07-10T16:38:40Z (GMT). No. of bitstreams: 1 KRISTIAN SGORLA DISSERT2.pdf: 2179710 bytes, checksum: 25e569a8175912896a75f34953cd20ae (MD5) Previous issue date: 2016-12-06
Mastering the English Language is a complicated task in Brazil. Reduced study load, overcrowded classrooms, inadequate teacher formation and obsolete teaching material make it common sense to assign this problem to the low quality of public teaching. In addition, there is the conflict between the traditionally proposed way of building knowledge and the contemporary educational paradigm that valorizes the use of Information and Communication Technologies (ICT) in the pedagogical practices. In this scenario, this study intends to find out if the English teachers ally the ICT to their teaching and learning processes in the state of Paraná s Public Education System present in the city of Foz do Iguaçu/PR. In order to do so, it s necessary to locate the context where education and technology meet each other, to understand how this last one enters the school environment. It s also fundamental to know how the implantation and the evolution of English Teaching happened in the Brazilian school curriculum, in order to examine its function in the state public schools. Finally, it s indispensable to know who the teacher of this school subject is and what technological structure the school offers him. For that, the research analyses qualitatively the aforementioned problem. A literature and documentary review gives the theoretical support for the interpretation of the data collected through a questionnaire applied to all the English teachers serving the State s Own Teaching Board and contracted over a Simplified Selective Process, who work with classes between the 6th and 9th years of 28 elementary schools from Paraná s Public Education System present in the city of Foz do Iguaçu/PR, during the school year of 2016. Through this questionnaire, it was found that the school, the teachers and the students are in different technological and language generations. And this, not the cliché of the educators resistance to the use of technologies or the lack of structure of the schools, is what precludes digital teaching practices.
Dominar a Língua Inglesa é uma tarefa complicada no Brasil. Carga horária reduzida, classes superlotadas, formação docente inadequada e material didático obsoleto tornam senso-comum atribuir esse problema à baixa qualidade do ensino público. Soma-se a isso o conflito existente entre o modo tradicionalmente proposto de construção de conhecimento e o paradigma educacional contemporâneo que valoriza o uso de Tecnologias de Informação e Comunicação (TIC) nas práticas pedagógicas. Nesse cenário, este estudo pretende descobrir se o docente de Língua Inglesa alia as TIC a seus processos de ensino-aprendizagem na Rede Estadual de Ensino do município de Foz do Iguaçu/PR. Para isso, é mister situar o contexto no qual a educação e a tecnologia se unem, para entender como a última é incorporada no ambiente escolar. Também é necessário saber como se deu a implantação e a evolução do ensino da Língua Inglesa no currículo escolar brasileiro, para examinar sua finalidade nos colégios públicos estaduais. Finalmente, é preciso conhecer o docente dessa disciplina e que estrutura tecnológica a escola lhe oferece. Para tanto, a pesquisa faz uma análise qualitativa do problema supracitado. Um levantamento bibliográfico e documental dá o suporte teórico para a interpretação das informações coletadas por meio de um questionário aplicado a todos os docentes de Língua Inglesa servidores do Quadro Próprio do Magistério do Estado (QPM) e contratados por Processo Seletivo Simplificado (PSS), atuantes entre os 6º e 9º anos de 28 colégios de ensino fundamental da Rede Estadual de Ensino de Foz do Iguaçu/PR, durante o ano letivo de 2016. Por meio dele, constatou-se que escola, docentes e discentes encontram-se em diferentes gerações tecnológicas e de linguagem. E isso, não o clichê da resistência dos docentes ao uso de tecnologias ou da falta de estrutura das instituições de ensino, é o que impossibilita práticas docentes digitais.

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Grilli, Jennifer Hubbard. "Curriculum alternatives in graduate dental hygiene education." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2095.

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Thesis (M.S.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-60).

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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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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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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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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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Owens, Thomas J. "Technology in the classroom : educational implications and strategies for at-risk students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024524.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-173). Also available for download via the World Wide Web; free to University of Oregon users.

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Golson, James O'Neil Jr. "Deconstructing Exclusionary Discipline| A Paradigm Shift to Restorative Leadership Practices." Thesis, Delaware State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811780.

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Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba & Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students.

The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline.

The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan?

The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual’s recognition of their role in a situation and the responsibility of an individual’s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.

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Custer, Sharon Lilah. "Promoting Change: A Review of Seclusion and Restraint Data in an Alternative Education Setting." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1562020273861986.

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Glavan, Joe A. "Silent Voices: Perspectives of At-Risk Students Who Participated in an Alternative Education Program." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1555927752391974.

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Oliveira, Caio Sabino de. "Avaliação empírica da qualidade de vísceras abdominais e torácicas de cadáveres de cães utilizados em treinamento de técnicas cirúrgicas e quimicamente preservados com solução de Larssen modificada." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/10/10137/tde-13102015-104050/.

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Há uma tendência mundial para a substituição de animais vivos por métodos alternativos ou substitutivos, reduzindo o número destes para uso didático especificamente. A elaboração de métodos variados para realização de aulas de Cirurgia mantém a educação atualizada e sincronizada com o desenvolvimento de práticas de ensino contribuindo para o pensamento ético. Alguns destes métodos substitutivos são: utilização de cadáveres formolizados, modelos sintéticos, como espumas e bexigas de látex, vísceras e músculos de cadáveres de animais, vídeos ilustrativos, modelos virtuais, suturas em tecidos, preparação de peças anatômicas, dentre outros. A habilidade cirúrgica se desenvolve por meio de repetição de exercícios, razão pela qual, muitas instituições estão adotando simuladores e outros modelos de treinamento nos Programas de Graduação e Residência médico-veterinária, permitindo a repetição dos exercícios de forma individualizada. No presente estudo, utilizou-se o Líquido de Larssen Larssen modificada (Silva et al.,2004) - que permite a reutilização de corpos por até quatro vezes, com o objetivo de se avaliar a preservação de características organolépticas de cadáveres e de suas vísceras, utilizados no ensino de Técnica Cirúrgica, comparando a preservação dos corpos com e sem heparinização dos mesmos. Para tanto, foram obtidos 14 corpos de cães, cedidos de forma consensual pelos proprietários, que foram eutanasiados devido doenças graves ou vieram a óbito de forma natural. Em sete cadáveres, no momento da eutanásia, utilizou-se heparinização em volume de 5 mL por via venosa e nos demais sete corpos não. Os animais de ambos os grupos foram preservados em câmara fria (-12 graus °C a -8 graus °C) e retirados 20 horas antes do treinamento de alunos em técnica cirúrgica dos sistemas digestório, articular, urinário, respiratório e do globo ocular. Para o treinamento, foram utilizados residentes médicos-veterinários e alunos do quinto ano da Faculdade de Medicina Veterinária e Zootecnia da Universidade de São Paulo (FMVZ/USP). Ao final de cada treinamento, eles responderam a um questionário que avaliou, de forma empírica, a consistência, coloração, odor e textura dos órgãos abordados, e, assim, comparar os métodos de preservação, bem como a eficiência do treinamento. Após a análise dos resultados constatou-se que, diante das condições do experimento, não houve diferença significativa entre os grupos preservados com ou sem heparina; verificou-se eficiência no treinamento cirúrgico, elucidando, desenvolvendo e capacitando os participantes em habilidades motoras fundamentais para a formação do cirurgião veterinário. Conclui-se que o treinamento cirúrgico torna-se fundamental e deve ser implementado nas instituições de ensino, sugerindo- que se faça a conscientização e educação por parte dos proprietários no tocante a doar seus animais para o ensino médico.
There is a global trend to replace live animals for alternative or substitute methods, reducing the number of these specifically for educational use. The development of various methods for surgery classes keeps updated and synchronized education with the development of teaching practices contributing to ethical thinking. Some of these substitutive methods are: use of fixation cadavers, synthetic models, such as foam and latex bladders, guts and muscles of animal carcasses, illustrative videos, virtual models, sutures in tissues, preparation of anatomical parts, among others. Surgical skill is developed through repetition exercises, which is why many institutions are adopting simulators and other training models in undergraduate programs and medical-veterinary residence, allowing the repetition of individualized exercises. In the present study, we used the liquid Larssen - modified Larssen (Silva et al., 2004) - which allows reuse bodies up to four times, in order to evaluate the organoleptic preservation of corpses and its viscera, used in the Surgical Technique teaching, comparing the preservation of bodies with and without heparin them. Therefore, we obtained 14 bodies of dogs, assigned by consensus by the owners, who were euthanized due to serious illness or death came naturally. In seven cadavers at the time of euthanasia was used heparinization volume of 5 ml intravenous and not in other seven bodies. The animals of both groups were preserved in cold storage (-12 degrees ° C to -8 degrees C) and withdrawn 20 hours before the training dea students in surgical technique of the digestive system, joint, urinary, respiratory ear and eye. For training, medical-veterinary residents were used and fifth graders at the Faculty of Veterinary Medicine and Animal Science of the University of São Paulo (FMVZ / USP). At the end of each training, they completed a questionnaire that assessed, empirically, consistency, color, odor and texture of the covered bodies, and thus compare preservation methods and the training efficiency. After analyzing the results it was found that, given the experimental conditions, there was no significant difference between the groups preserved with or without heparin; it was found efficiency in surgical training, clarifying, developing and enabling key participants in motor skills for forming a veterinary surgeon. We conclude that surgical training is fundamental and must be implemented in educational institutions, sugerindo- that make awareness and education by the owners with respect to donate their animals for medical education.

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Nava, Lucrecia. "Caminando, Preguntamos| Rotating Leadership as an Alternative for Sustainable and Effective Administrators." Thesis, California State University, Los Angeles, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929304.

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Leadership is a common and often generalized phenomenon. Traditionally, leadership denotes an individual, yet leadership is rarely the work of one. This study looked outside of Western ideologies to further examine leadership. The Zapatistas are a people in charge of autonomous territories in Chiapas, Mexico. This study focused on identifying how rotation in leadership among other Zapatista principles and practices can be implemented into secondary schools for more efficient and sustainable leadership. Through a constructivist grounded theory approach, the researcher interviewed two sets of participants Zapatista delegation and encuentro participants along with administrators to develop a Rotating Leadership Model for American high schools.

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Fisher, Jeffrey R. "A Mixed-Methods Case Study of Compulsory Education." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014.

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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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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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Banks, Angela D. "The perception of teacher self-efficacy of traditionally and alternatively certified teachers in a suburban school district." Thesis, Dallas Baptist University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241068.

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The purpose of this quantitative study was to compare the perception of teacher self-efficacy of traditionally and alternatively certified teachers in a suburban school district with a graduation rate of 99%. A school district with a graduation rate of 99% is worthy of further study to see if there is a statistical difference in the self-efficacy of its professional staff who are traditionally and alternatively certified. Through a study on licensure and worker quality comparing alternative routes to traditional teacher routes, alternatively certified teachers have stronger pre-service qualifications than do traditionally prepared teachers with the least restrictive alternative pathway attracting the most qualified teachers (Sass, 2014). Teacher quality and effectiveness have been studied to determine their relationship to and impact on student achievement. The researcher surveyed 82 teachers who were certified through traditional teacher preparation programs and through alternative preparation programs. The results of the this study did not show a significant difference in the teacher self-efficacy of traditionally and alternatively certified teachers nor did it show a statistical difference in the Teacher Self-Efficacy Scale (TSES) score of those with three or more years of experience and who had previous work experience with children and adolescents. The researcher used two surveys to gather data—a demographic survey created by Thompson (2003) and the TSES, a Likert-type scale, created by Schwarzer, Schmidtz, and Daytner in 1999. The TSES identifies jobs skills and groups in four major areas: (a) job accomplishment, (b) skill development on the job, (c) social interaction with students, parents, and colleagues, and (d) coping with job stress (Schwarzer, 1998; Schwarzer et al., 1999).

Keywords: self-efficacy, traditionally certified, alternatively certified.

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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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Oliveira, Fabrício Costa de. "Alternativas para uma nova educação : uma oportunidade para a transformação /." Marília, 2019. http://hdl.handle.net/11449/182110.

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Orientador: Alessandra de Morais
Resumo: O líder dialógico é o agente que, por suas características pessoais e profissionais, possibilita a idealização e o desenvolvimento de propostas educacionais. A esse respeito, destacamos também que é da condição política e ideológica desse agente que surge a vontade de mudar o cenário atual da educação brasileira, provocando uma inquietação em outras lideranças dialógicas que estão próximas. O fato é que, ao investigar uma determinada proposta educacional que se coloca como alternativa, fizemo-nos a seguinte pergunta: como e por que surgem essas lideranças? E ainda, de que maneira tais propostas são lideradas? Logo, aventamos como hipótese que as características desses personagens da educação são fatores determinantes para a efetivação e, principalmente, continuidade de propostas. Como objetivo, propusemo-nos, então, a compreender o papel de lideranças na construção de uma proposta educacional alternativa, à luz da perspectiva freireana. A pesquisa foi realizada em uma universidade que oferece um curso de Pós-Graduação Lato Sensu em Alternativas para uma Nova Educação - ANE, que está na condição de educação gratuita, formal não tradicional, localizada no litoral do Paraná. Participaram da pesquisa, coordenadores e criadores do curso ANE, os demais educadores e simpatizantes que participavam dos encontros e os alunos matriculados no curso. Para isso, utilizamos como método de pesquisa o Estudo de Caso do Tipo Etnográfico, com abordagem qualitativa. Como protocolo de coleta de d... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The dialogical leader is the agent who, through his personal and professional characteristics, allows the idealization and development of educational proposals. In this regard, we also point out that it is from the political and ideological condition of this agent that it arises to change the current scenario of Brazilian education, provoking concern in other dialogical leaderships that are close. The fact is that, when investigating a determined educational proposal that is shared as an alternative, we asked ourselves the following question: how and why do these leaderships arise? And yet, in what way are such proposals being led? Therefore, we envisioned as hypothesis that the characteristics of these characters of education are determining factors for the effectiveness and, mainly, continuity of proposals. As a goal, we then proposed to understand the role of leaders in the construction of an alternative educational proposal, based on the freireana perspective. The research was carried out in a university that offers a Lato Sensu Postgraduate course in Alternatives for a New Education - ANE, which is in the condition of formal education non-traditional, located in the coast of Paraná.Coordinators and creators of the ANE course, the other educators and sympathizers who participated in the meetings and the students enrolled in the course contributed for this research. For this, we used as a research method the case study of Ethnographic Type, with a qualitative approach. As ... (Complete abstract click electronic access below)
Doutor

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Waller, Sharon Kay. "Exploration of variables leading to alternative educational placements in Texas." Thesis, Texas Woman's University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608498.

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The purpose of this study was to explore variables related to student placement in alternative educational settings in the state of Texas. Archival research was conducted utilizing the Academic Excellence Indicator System (AEIS) of all Texas public school districts for the 2011-2012 academic year, excluding charter schools. The variables utilized in the study were percentages of discretionary disciplinary placements, special education enrollments, economically disadvantaged, at-risk, limited English proficient, African American, Hispanic, and white students. Multiple linear regression was used to examine variables contributing to disciplinary alternative placement for students in Texas. The findings indicated that students identified as at-risk and those of African American heritage have higher percentages of disciplinary placements than students identified as economically disadvantaged, limited English proficient, Hispanic, white, or receiving special education services.

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Wallinger, Linda Moody. "The impact of alternative scheduling practices on student performance in French I." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1550154187.

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Glenn, Irv II. "A Phenomenological Inquiry Exploring Parental Involvement at Alternative Schools in Eastern North Carolina." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3853.

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The purpose of this phenomenological study was to discover the perceptions of caregivers and teachers regarding parental involvement at alternative schools in Eastern North Carolina. The lack of parental involvement at some schools is a systemic issue that involves continued efforts by school staff to include caregivers in promoting student success. The difficulties of engaging parents of alternative students result in little interaction between caregivers and educators. It is essential to understand how caregivers and educators perceive parental involvement and assess the quality of parental participation in an alternative educational setting. A qualitative research method was chosen to comprehensively examine teachers' and caregivers' experiences and perceptions related to parental involvement in alternative school students' education. The researcher utilized criterion-based sampling for participant selection. To participate, caregiver participants must have been a caregiver of an alternative school student. Teacher participants needed to be fully licensed and the teacher of record for a class of alternative school students. Six teachers and six caregivers who met the criterion established for participation consented to be interviewed through Zoom. The findings include themes four key themes: school dynamics valued by caregivers, teacher concerns about the lack of resources and support to involve caregivers, caregiver scheduling conflicts, and caregiver-teacher relationships. Through these findings, caregivers revealed that school culture, student services, academics, and scheduling were all factors that facilitated their involvement. Teachers indicated that their personal experiences with parental participation, the lack of resources, and the quality of relationships they had with caregivers determined their engagement level with caregivers.

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Long, Polly. "Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436815423.

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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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Cinic, Bachelier Ayca. "L'Européanisation du droit pénal des mineurs : l'exemple de la Turquie." Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010281.

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Le Conseil de l'Europe -créé à la suite de la Seconde Guerre mondiale afin de reconstruire un espace démocratique et juridique commun -dont les travaux sur le droit pénal des mineurs sont issus des évolutions nationales entamées au début du XXe siècle, s'attacha à valoriser l'expérience des juridictions spécialisées existantes dans quelques pays européens et grâce auxquelles les mineurs commençaient à faire l'objet d'un traitement différencié de celui des adultes. Depuis, observant les préoccupations des États membres à l'égard de la délinquance juvénile et les contours changeants de leurs politiques pénales, le Comité des Ministres du Conseil de l'Europe élabore, au moyen de recherches criminologiques et comparatives, de colloques et de conférences, des recommandations et lignes directrices conduisant à l'harmonisation des droits nationaux autour de principes directeurs. Mue par son engagement dans l'européanisation du droit pénal des mineurs, la Cour européenne des droits de l'homme intégra les instruments internationaux et européens pertinents dans sa jurisprudence. Ce qui prend un caractère primordial dans les pays où l'application de la Convention est problématique et les violations des droits de l'homme récurrentes, parmi lesquels la Turquie. En conséquence, et malgré les modifications apportées dans la législation turque depuis 2005, nous ferons apparaître dans cette étude que ce membre du Conseil de l'Europe méconnaît encore l'autonomie de l'enfant, promeut toujours la punition en modèle éducatif, use régulièrement de la détention, et appréhende finalement de manière balbutiante la primauté de l'éducation sur la répression prônée par les principes directeurs
The work by the Council of Europe -founded following the Second World War to rebuild a common democratic and legal order-in the field of juvenile justice has been influenced by the national developments emerged in the early twentieth century and has been focusing on enhancing the experiences of the existing special judicial bodies in some European countries of which were established for distinguishing the treatment of juvenile delinquent from adults. Since then, the Comrnittee of Ministers of the Council of Europe, which observes the concerns of the member states on juvenile delinquency as well as their changing criminal justice policies, adopts recommendations and guidelines in order to establish guiding principles leading to harmonization of the national systems through organizing meetings, conferences and conducting comparative research on criminology. Similarly, the European Court of Human Rights (ECHR) gives reference to the relevant international and European instruments in its jurisprudence so as to contribute to the Europeanisation of juvenile justice. This becomes especially important in countries like Turkey-where the implementation of the ECHR is problematic and human rights violations are recurring. Consequently, this study shows that despite the legislative changes made since 2005, Turkey, which is a member of the Council of Europe, still ignores the autonomy of the child, promotes punishment like an educational method, resort to detention as a regular measure, and finally displays an reluctant and abstaining attitude in giving priority to education over punishment as established by the guidelines

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Strydom, Esmarie. "Inligtingstegnologie vir alternatiewe vorme van onderwysvoorsiening / Esmarie Strydom." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/9338.

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In this study the utilisation of information technology in alternative forms of provision of education was investigated by means of case studies. Certain recommendations were made based on this investigation. The distinction made in the Schools Act (1996) between public education and independent schools in the South African educational system was described. In addition to independent or private schools, independent schools also include other alternative forms of education such as home education and distance education institutions. It was indicated that the public school that is currently regarded as the norm, in a specific regard developed from alternative forms of education such as home education and independent schools. In the utilisation of alternative forms of education, parents and other parties involved found a welcome ally in the tremendous educational potential of modern information technology. It was established that the concept technology in education refers to the application of technology in order to facilitate more effective teaching and learning. Different forms of telecommunication such as satellite, radio, telephone and fax connections as basic components of the information technological system were discussed with a focus on the advantages thereof for education. In terms of video and television technology, the different modes of video-teleconferences were discussed, while further attention was given to computer-based technologies such as the microcomputer, CD-ROM and computer networks. The Internet, World Wide Web (WWW) and the virtual classroom were also discussed in terms of their usefulness in teaching and learning acts. On the basis of the literature survey and qualitative investigation, a model was developed for the utilisation of information technology in education. Modern theories of teaching and learning were discussed as basis for the integration of information technology. The origins, principles and teaching. methods of constructivism received the primary focus as the foundation for modern theories of teaching and learning that form the basis for the outcomes-based Curriculum 2005 project. Further attention was given to fundamental principles of teaching and learning such as co-operative learning, learner-centredness, individualisation, self-directedness, self-activity, relevance, learning facilitation and the way in which they are influenced by information technology. It was found that information technology that can be utilised in education is developed on a day-to-day basis and that the selection of a particular technology should not be based on personal preferences, but rather on principles of teaching and learning. Problems experienced by teachers in home education and at smaller independent schools in complying with the demands originating from the fact that they often have to handle more than one class or subject, can be addressed by making use of information technology. It was further found that the utilisation of information technology is not aimed at replacing the teacher, but rather at supporting teaching and at providing expertise when it is not available. In conclusion it was found that the learners are still central to the learning process and that information technology should not determine the learning process but rather serve and support it.
Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

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Marks, Lori J. "Strategies for Using the IntelliKeys Alternative Keyboard with Students with Severe Disabilities." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3720.

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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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Delagracia, Joyce Degaspari [UNESP]. "Desenvolvimento de um protocolo para avaliação de habilidades comunicativas para alunos não-falantes em situação familiar." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/91255.

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Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-12Bitstream added on 2014-06-13T20:52:56Z : No. of bitstreams: 1 delagracia_jd_me_mar.pdf: 1038619 bytes, checksum: e045f8ef154d3d91aecc566487e9106f (MD5)
A avaliação é um processo que demanda tempo, uma vez que visa não só avaliar os déficits do sujeito, mas também suas necessidades e habilidades. No caso de alunos não-falantes, os familiares têm grande importância no processo de avaliação, pois os pais são os maiores conhecedores das formas de expressão de seus filhos, sendo imprescindíveis para obtenção de informações a respeito dos centros de interesse, habilidades comunicativas e vocabulário do aluno. Após um trabalho anterior realizado pelos pesquisadores com a finalidade de construir um Protocolo para Avaliação de Habilidades Comunicativas para Alunos Não-Falantes Em Situação Familiar, o objetivo dessa pesquisa foi desenvolver esse mesmo protocolo. Para tanto, o desenvolvimento do protocolo foi realizado por estudos. No Estudo 1, reformulamos a primeira versão do Protocolo para Avaliação de Habilidades Comunicativas para Alunos Não-Falantes em Situação Familiar e criamos uma outra versão desse mesmo protocolo, intitulada protocolo reformulado, que contava com as seções: Identificação, Principal, Rotina, Preferências, Profissionais e Auxiliares, sendo que a seção Principal continha 59 itens. Ainda no Estudo 1, fizemos a aplicação do protocolo reformulado e analisamos os resultados dessa aplicação. A aplicação ocorreu na cidade de Curitiba-Pr e contou com a participação de 17 pais de alunos com deficiência. Os resultados do Estudo 1 deram origem à segunda versão do protocolo, que continha as mesmas seções das versões anteriores, sendo que a seção Principal continha 64 itens. No Estudo 2, realizamos a aplicação da segunda versão e fizemos a análise dos resultados dessa aplicação, que também aconteceu em Curitiba-Pr e contou com a participação de 17 pais e uma avó de alunos com deficiência. No Estudo 3, realizamos a aplicação e a reaplicação da segunda versão do protocolo...
The evaluation is a time-demanding process, since not only is it aimed at evaluating the subject deficits but also its needs and skills. In case of non-speaking students, family members have great importance on the evaluation process, for parents know better their children s forms of expression and are irreplaceable for the purpose of acquiring information concerning student s center of interest, communication skills, and vocabulary. Following a previous work by the authors trying to set the frame of an Evaluation Protocol of Communication Skills for Non-Speaking Students in Family Situation, the present research intends to establish the Protocol s final version. For doing so, the Protocol s development was carried at trough studies. In Study 1, we have reformulated the first version of the Evaluation Protocol of Communication Skills for Non-Speaking Students in Family Situation, and created another version of the protocol, named Reformulated Protocol, which was formed by sections: Identification, Principal, Routine, Preferences, Professionals, and Auxiliaries, noticing that the Principal section contained 59 items. Still in Study 1, we have applied the reformulated protocol and analyzed its results. It took place in the city of Curitiba, Pr, and 17 parents of challenged students participated. Results of Study 1 originated the second version of the protocol, which was formed by the same sections of previous versions, noticing that the Principal section contained 64 items. In Study 2, we applied the second version and proceeded with the analysis of the results, which also happened to take place in the city of Curitiba, Pr, and 17 parents and one grandparent of challenged students participated. In Study 3, we applied and reapplied the second version of the protocol on the same subject, a challenged student s mother, with the purpose of verifying whether or not the second version... (Complete abstract, click electronic address below)

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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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Manzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.

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"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."

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Dissertations / Theses on the topic 'Educational alternatives'

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