Relevant bibliographies by topics / Alternative School

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Alternative School'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Alternative School"

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Pongračić, Luka. "Alternative to Alternative Schools." European Journal of Teaching and Education 2, no. 1 (March 30, 2020): 169–78. http://dx.doi.org/10.33422/ejte.v2i1.187.

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The fundamental research question from which this paper is going to be - is there an alternative to alternative education? Alternative schools are in the pedagogical and didactical understanding of teaching, often far ahead of their time, sometimes too far. They offer something new and different, much better than traditional classes. Starting from the central location of students in the curriculum, up to curriculum development and teaching classroom design, this school offers us another option - an alternative. This paper represents selected alternative schools and the answer to the research question, and it is in differentiation. Differentiated school is the third alternative and the side by side with alternative schools brings something new and special. The methodology derives from the twenty-day observation of the teaching and the overall work of the gender-differentiated school with teacher interviews. In this qualitative research, the work of the male school that works on the principle of gender differentiation was analyzed and the specialties that this school achieved are described. The most important of them is the principle of work in a homogenous environment and a mentoring system that reinforces the underlying idea of better education. The specialties of gender differentiation are presented and its place in other possibilities of differentiation. The whole work presents a comparative analysis of alternative schools and differentiation and a conclusion about the greater success of such models compared to traditional schools.
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Simon, Marilyn K. "Alternative Curriculum and Assessment at an Alternative High School." Mathematics Teacher 85, no. 8 (November 1992): 671–74. http://dx.doi.org/10.5951/mt.85.8.0671.

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Academic decathlons and continuing education high schools seem an unlikely mixture, but not for students at Alta Vista High School, a continuing education school in Southern California for teenagers who have had difficulty in traditional high schools. The students made an impressive showing in the academic decathlon sponsored by the Orange County Department of Education. In keeping with the esprit de corps of the academic decathlon, teachers at Alta Vista High School created the Environmental Studies Academic Pentathlon (ESAP) for its students.
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McMahon, Kelly, and Ashley Johnson. "Alternative Accountability Models." Journal of School Leadership 28, no. 5 (September 2018): 618–41. http://dx.doi.org/10.1177/105268461802800503.

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The passage of ESSA in 2015 created a novel mandate for States to develop school accountability systems that use alternative measures of school quality beyond test scores. This created an opportunity for States to be innovative and make new forms of data available that could potentially lead to new strategies for improving schools. This study explored early experiments in alternative accountability measures in two urban districts. Drawing on interviews, documents, and observations gained through participant research, this study highlights the variable types of data the models made available to stakeholders and how those differences suggest different theories of change for improving schools. The findings highlight how different ways of specifying school quality point to different ideas about what schools should be responsible for improving.
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Saunders, Jeanne A., and Edward J. Saunders. "Alternative School Students' Perceptions of Past [Traditional] and Current [Alternative] School Environments." High School Journal 85, no. 2 (2000): 12–23. http://dx.doi.org/10.1353/hsj.2001.0024.

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Duke, Richard T. (RT), and Penny L. Tenuto. "Creating Communities of Support Within Alternative Settings: Perspectives of Practicing Alternative School Administrators." Journal of School Leadership 30, no. 1 (June 21, 2019): 23–41. http://dx.doi.org/10.1177/1052684619858756.

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Much can be learned from practicing school leaders, including how they describe their roles navigating between policy and practice with a focus on meeting students’ needs. This article considers how alternative school administrators work with school personnel to create communities for supporting students once considered at risk in traditional public schools. Findings include (1) creating a culture of high standards, (2) adopting a personalized or caring approach to leadership, (3) exploring and implementing innovative practices for teaching and learning, and (4) managing students as a collaborative and individualized process. For further understanding, authors apply emergent themes to a model for advancing democratic professional practice in education.
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Griffin, Barbara L. "Administrators Can Use Alternative Schools to Meet Student Needs." Journal of School Leadership 3, no. 4 (July 1993): 416–20. http://dx.doi.org/10.1177/105268469300300406.

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Students enrolled in an alternative school program indicated they were more satisfied with the alternative program than with a traditional high school program. School administrators should be aware of the perceptions of students toward alternative schools and the implications for traditional secondary schools.
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NAKAMURA, Hiroko. "School Choice and Alternative Education." Comparative Education 2008, no. 37 (2008): 133–54. http://dx.doi.org/10.5998/jces.2008.37_133.

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Galardi, Robert A. "Community High School—An Alternative." Educational Forum 58, no. 3 (September 30, 1994): 299–305. http://dx.doi.org/10.1080/00131729409335346.

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SIMON, W. "Public School Teaching: An Alternative." Science 235, no. 4786 (January 16, 1987): 267b. http://dx.doi.org/10.1126/science.235.4786.267b.

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Dunbar, Christopher. "From Alternative School to Incarceration." Qualitative Inquiry 7, no. 2 (April 2001): 158–70. http://dx.doi.org/10.1177/107780040100700202.

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Dissertations / Theses on the topic "Alternative School"

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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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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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Gibbs, David J. "School counseling practices in alternative schools of Pennsylvania." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p074-0090.

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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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Forde, P. "Alternative perspectives on school exclusion." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21662/.

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This thesis explores, from non-standard, alternative perspectives, the subject of the permanent exclusion of children from school, especially avoidable exclusions. I discuss my work as a teacher and educational psychologist, a witness to and actor in this recurring phenomenon. I have considerable experience to draw from. Bearing witness to so many exclusions has proven challenging, bringing with it emotional cost. I cite research that reveals the extent of the school exclusion problem, research that is impotent in terms of promoting much-needed change. In pursuit of reason I go in new directions, exploring the works of four philosophers, using their insights as tools to explore the void between theory and practice, logic and reason; and how we want things to be and the reality of how things are for our most vulnerable children. Permanent exclusion from school is a complex social event the incidence rate of which is obfuscated by the agencies of school, local authority and government. I expose the numbers fiasco, which disguises the magnitude of the problem. The number of children formally excluded is, I argue, massaged downwards, the number informally excluded is concealed. The most vulnerable children are disproportionately affected and their voices rarely heard. We who contribute to these acts of exclusion do so dogmatically, ignorantly and blindly. Our role in the matter remains concealed even from ourselves. This thesis examines that role. Exclusion from school continues with machine-like regularity - something is driving it. To make an emotional connection with the subject matter I use the qualitative tools of personal reflection and fictional stories, the latter using a method inspired by Clough (2002). I address two research questions. I evaluate my study using the criteria suggested by Yardley (2000).
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Gibson, Simon. "A parent-initiated school of choice: an examination of the genesis and early history of King Traditional School /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2342.

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Gingras, Kara. "Attendence patterns a comparative look at a public and alternative high school in Chippewa County /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gingrask.pdf.

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Pro, Amy Louise McFarland. "Social and academic factors that influence the behavior of students assigned to a disciplinary alternative education program /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Zheng, Alex (Yi Alexis). "Marketing alternative fueled automobiles." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65791.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 37-38).
Marketing alternative fueled vehicles is a difficult challenge for automakers. The foundation of the market, the terms of competition, and the customer segments involved are still being defined. But automakers can draw lessons from other industries, previous examples, and recent launches of the Chevy Volt and Nissan Leaf to help guide them. Automakers can deploy new marketing tools to advance their understanding of the market, define the terms of competition, and listen in to their customers' needs. These new tools can help reduce the risk and uncertainty involved with launching new products like alternative fueled vehicles. This thesis explores the major issues in marketing alternative fueled automobiles in several major parts. First it will look at the major drivers of alternative fueled vehicles and historical examples such as the Prius. While the market continues to change with each year, some trends emerge as key to defining the future of the industry. Second, it will look at the current strategic environment for alternative fueled vehicles, including an exploration of the various fuel types and vehicle offerings. Third, it will offer lessons learned for manufacturers based on the case study work done with two automotive manufacturers on real-life launches of a plug-in hybrid and a hydrogen vehicle. Some classical marketing frameworks, such as the innovation cycle, are used to help understand current puzzles, and new tools, such as semantic/perceptual maps, are used to help understand how open questions might be resolved in the next few years. Finally, it will explore a novel modeling tool developed for assessing potential adoption rates for alternative fueled vehicles by looking at costs and profits from both the owners and automakers' perspective.
by Alex Zheng.
M.B.A.
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Bagby, Janet Marie. "Persistence to graduation : a study of an alternative high school /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144399.

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Books on the topic "Alternative School"

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Mulcahy, D. G. Transforming schools: Alternative perspectives on school reform. Charlotte, NC: Information Age Publishing, Inc., 2013.

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Osborne, Allan G. Alternative schooling and school choice. Thousand Oaks, Calif: Sage Publications, 2012.

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How to establish an alternative school. Thousand Oaks, Calif: Corwin Press, 1995.

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Sheffield, Jack. Teacher, teacher!: The alternative school logbook 1977-1978. Huddersfield: Central Publishing Services, 2004.

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Sheffield, Jack. Please Sir!: The alternative school logbook 1981-1982. London: Corgi, 2011.

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Mottaz, Carole. Quality high school curriculum for alternative settings. Lanham, Md: Scarecrow Press, 2003.

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Ferris, Robert M. Flood of conflict: The New Orleans Free School story. Roslyn Heights, NY: Alternative Education Resource Organization, 2012.

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Pant, Bharat Bilas. Alternative schooling: Addressing the unserved school-age children. Kathmandu: Tribhuvan University, Research Centre for Educational Innovation and Development (CERID), 2009.

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Watkin, Gwyneth. The primary alternative school: Final report, 1984-85. [Ottawa]: Research Centre, Ottawa Board of Education, 1985.

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Sheffield, Jack. Star teacher: The alternative school logbook 1985-1986. London: Bantam Press, 2015.

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Book chapters on the topic "Alternative School"

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Allen, Mark. "Alternative provision." In Leading Inclusion in a Secondary School, 121–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140924-9.

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Shernoff, David J. "Alternative Public School Models." In Advancing Responsible Adolescent Development, 247–65. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7089-2_11.

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Gottfredson, Gary D., and Denise C. Gottfredson. "Alternative Models of School Disorder." In Victimization in Schools, 137–69. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4985-3_11.

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O’Rourke, Deb. "Alpha Alternative School: Making a Free School Work, in a Public System." In Alternative Schooling and Student Engagement, 11–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54259-1_2.

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Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. "Georg Kerschensteiner and the Industrial School." In Alternative Schooling and New Education, 33–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67864-1_3.

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Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. "Pavel Petrovich Blonsky and the Labor School." In Alternative Schooling and New Education, 69–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67864-1_5.

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Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. "Peter Petersen and the Jena Plan School." In Alternative Schooling and New Education, 87–104. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67864-1_6.

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Berg, Sharon. "The Name Unspoken: Wandering Spirit Survival School." In Alternative Schooling and Student Engagement, 189–202. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54259-1_15.

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Dator, James A., John A. Sweeney, and Aubrey M. Yee. "Alternative Futures at the Mānoa School." In Lecture Notes in Social Networks, 133–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07809-0_5.

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Dator, Jim. "Alternative Futures at the Manoa School." In Jim Dator: A Noticer in Time, 37–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17387-6_5.

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Conference papers on the topic "Alternative School"

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Colucci, Chris, and Atlas Hill. "School Bus Program: Transition to Alternative Fuels." In Alternative Fuels Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1995. http://dx.doi.org/10.4271/952747.

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Narlikar, J. V., Mario Novello, and Santiago Perez. "ALTERNATIVE COSMOLOGIES." In COSMOLOGY AND GRAVITATION: XIII Brazilian School on Cosmology and Gravitation (XIII BSCG). AIP, 2009. http://dx.doi.org/10.1063/1.3151841.

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Cong, Zhengzheng, and Cong Li. "Transportation Vehicle: The Alternative Energy School Bus." In 2015 Seventh International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2015. http://dx.doi.org/10.1109/icmtma.2015.335.

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Canna, Romina. "The “How” is Next: Alternative Practices and Practicing Alternatively." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.50.

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For the last seven years, the course Alternative Practices: The City, and the Design Laboratory (d-Lab) at the IE School of Architecture and Design have served as vehicles to test a shifting of academic production from its more conventional role as a tool for learning within the protected environment of the classroom towards a field engagement experience, understanding reality and the coexistence with other agents as a strategic component of the design and production processes. This paper aims to explore several observations and results elaborated during these years, testing pedagogical approaches and community outreach in a specific urban environment.
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Alemán-Aguilar, Carolina-Guadalupe, Ma Félix García-Patiño, Luz María Montoya-Chávez, and Luis Darío Alemán-Aguilar. "SCHOOL GARDEN AS AN ALTERNATIVE TO ENVIRONMENTAL EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1806.

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

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Doulik, Pavel. "COMPARISON OF A SCHOOL CLASS CLIMATE IN A TRADITIONAL AND AN ALTERNATIVE SCHOOL." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.017.

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Oproescu, Ana. "The role of alternative assessment methods on school performance." In 2018 10th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2018. http://dx.doi.org/10.1109/ecai.2018.8679061.

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Nugroho, Aris Dwi, Armida Armida, Diandara Oryza, and Sri Yulia Sari. "Sekolah Dayung Jambi: Alternative School-Based Environmental Education Learning." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.059.

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Sukmawarti and Hidayat. "Cultural-Based Alternative Assessment Development in Elementary School Mathematics." In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.046.

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Reports on the topic "Alternative School"

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.484.

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Batista, Victor S. 2016 TSRC Summer School on Fundamental Science for Alternative Energy. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1376689.

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Samwick, Andrew. Donating the Voucher: An Alternative Tax Treatment of Private School Enrollment. Cambridge, MA: National Bureau of Economic Research, November 2012. http://dx.doi.org/10.3386/w18525.

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Liu, Bing. Alternative Energy Saving Technology Analysis Report for Richland High School Renovation Project. Office of Scientific and Technical Information (OSTI), August 2004. http://dx.doi.org/10.2172/860085.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6269.

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Ogenyi, Moses. Looking back on Nigeria’s COVID-19 School Closures: Effects of Parental Investments on Learning Outcomes and Avoidance of Hysteresis in Education. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/040.

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In this Insight Note, we explore how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
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Boukary, H. Boukary, M. W. Ngware Ngware, M. Mutisya Mutisya, and P. Wekulo Wekulo. Alternative Education and Return Pathways for Out-of-School Youth in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36832.

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Dutton, Spencer M., and William J. Fisk. Energy and IAQ Implications of Alternative Minimum Ventilation Rates in California Retail and School Buildings. Office of Scientific and Technical Information (OSTI), January 2015. http://dx.doi.org/10.2172/1236689.

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Mboup, Massene. Perceptions of Students of Color About Their Experience in an Alternative High School: A Phenomenological Inquiry. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7334.

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De, Anuradha, and Chander Shekhar Mehra. Estimating the Number of Out-of-School Children: Methodological Problems and Alternative Approaches - India Case Study. UNESCO Institute for Statistics, Canada, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii315.

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