Relevant bibliographies by topics / Alternative School / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Alternative School.

Dissertations / Theses on the topic 'Alternative School'

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

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

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Alternative School.'

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

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

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

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

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.

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

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

Full text
Abstract:
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).
APA, Harvard, Vancouver, ISO, and other styles
6

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.

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

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.

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

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.

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

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Rittman, Joan Bernice. "Parent choice of public school alternative programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60267.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Fall, Moctar A. "Commodity bonds : a financing alternative." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/14994.

Full text
Abstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1986.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 93-95.
by Moctar A. Fall.
M.S.
APA, Harvard, Vancouver, ISO, and other styles
13

Galloway, Cathleen. "The impact of alternative school intervention on subsequent student performance in the mainstream school environment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4367/.

Full text
Abstract:
The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included.
APA, Harvard, Vancouver, ISO, and other styles
14

Davis, James R. Pancrazio Sally B. "An investigation of the value congruence held by Illinois school board presidents regarding alternative schooling and the allocation of financial resources to support alternative schools." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604367.

Full text
Abstract:
Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 19, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Dianne Ashby, Douglas Blair, Larry McNeal, Walter Warfield. Includes bibliographical references (leaves 68-74) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
15

McGrath, Ann M. "The effectiveness of alternative schools a case study of the Eau Claire County off-campus school /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998mcgratha.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Statham, Dawn Stram. "Overcoming academic alienation : the impact of an alternative high school on secondary students at-risk of school failure /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270481&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Adams, Larry Lee. "Parents' and Teachers' Perception of an Alternative School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5598.

Full text
Abstract:
The alternative school in this case study has experienced resistance to the assignments the past few years. Present enrollment consists mostly of African American male students, whose parents complain about constant fighting, inadequate educational resources and the lack of class selections necessary for student academic progress. The purpose of this qualitative case study was to explore the perceptions of teachers and parents regarding academic information, and general information, they perceived have had the greatest impact on behavior, discipline, and achievement in the school environment. In addition, parents' primary concerns about student assignment to the alternative school were explored. Constructivist learning theory was used to guide the study and research questions addressed the perspectives of teachers and parents about best practices concerning the behavior and academic achievement problems among black males attending the school. Data collection included interviews with 20 past and present parents and 15 teachers selected using purposive sampling. Data analyses involved using Hatch's nine-step typology to code data and analyze for common themes. The results indicated that the alternative school has generally been successful in promoting student achievement and facilitating correct behaviors of assigned students. However, parents' views differed regarding with the school environment. To address these differences, a professional development project was developed that included working with teacher, parent and student perspectives regarding academics and behavior concerns that were affecting the functioning of the school. Positive social change might occur as stakeholders realize the return of alternative school students to the educational environment who have the potential to be productive members of the community.
APA, Harvard, Vancouver, ISO, and other styles
18

Shimoda, Donna J. "The effects of school age parenthood on the graduation rate of alternate school students." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000shimodad.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Ruddy, John J. "Differences on selected school variables in high schools adopting alternative-time and traditional-time schedules /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137742.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Evert, Brittany. "Attention deficit hyperactivity disorder (ADHD) in the schools alternative interventions for school counselors /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Hylen, Michael G. "The impact of a character education based interactive discipline program on at-risk student behavior in an alternative school." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2921.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Cartisano, O. Joseph. "School boards as an alternative vehicle for entry into politics /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1077841x.

Full text
Abstract:
Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: Natale Cipollina. Dissertation Committee: Robert McClintock. Bibliography: leaves 239-243.
APA, Harvard, Vancouver, ISO, and other styles
23

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Jones, Irving Cornelius Sr. "Case Studies of Students Transitioning From an Alternative School Back Into High School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28981.

Full text
Abstract:
The purpose of this study is to identify critical elements that impact the transition of students who return from an alternative program back into their high school. In order to address the purpose of this study the following research questions have been investigated: a. What are the critical elements that are reported as having impacted students' success or failure in making the transition from an alternative program back into high school? b. What types of intervention strategies occur when students return to high school from alternative programs? c. How are students returning from alternative programs achieving in terms of their grades, attendance and behavior? In this study students and parents, along with administrators, counselors and teachers, share their understandings about the value of interactions and interventions. Their descriptions will help explain why some students achieve success and why some experience failure when they return to high school from an alternative setting.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
25

Downing, Rebecca. "Goals of Behavior, Social Interest and Parent Attitudes in an Alternative School." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332276/.

Full text
Abstract:
This study investigated whether students in an Alternative School differed significantly from students who remain on a regular high school campus on measures of goals of misbehavior which included the factors of attention, power, revenge, inadequacy, and on measures of social interest. This study also investigated whether the attitudes of parents of Alternative School students differed significantly from the attitudes of parents of regular campus students on the factors of confidence, causation, acceptance, understanding and trust.
APA, Harvard, Vancouver, ISO, and other styles
26

Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

Full text
Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles
27

Carter, James Edward. "Alternative Scheduling in the Middle School: Considering Circadian Rhythms." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1259.

Full text
Abstract:
The passage of No Child Left Behind has increased the level of accountability for all educators. There are many factors that affect student achievement. One factor that may be overlooked is the schedule configuration of schools. Addressing student needs through scheduling options may assist school systems and students in performing at the level they are being held accountable. The population for this study was students from a rural East Tennessee middle school with a population of approximately 700 students. The low socioeconomic students represent 68% of the school total enrollment while 18% of the students have an individual education plan (IEP). The gender of the school is nearly 50% male and female. Looking at 2 research questions, an independent t test was used to determine if there was a significant difference in reading-language arts and mathematics Tennessee Comprehensive Assessment Program (TCAP) scores after implementing a rotating schedule. Subgroups used in this study were: students with an Individual Education Plan (IEP), low socioeconomic students, male and female students. Results of this study were mixed. Students with an IEP showed an increase in both reading-language arts and mathematics. For all subgroups in reading, there was an increase in achievement although the results showed that there was not a significant relationship between the rotating schedule and student achievement. The only group to show gains in mathematics after implementation of the rotating was those students with an IEP. Each of the 3 remaining subgroups actually showed a loss and there was a significant relationship between the rotating schedule and student achievement.
APA, Harvard, Vancouver, ISO, and other styles
28

Hair, Janet C. (Janet Cantrell). "Alternative Funding Models for Public School Finance in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331404/.

Full text
Abstract:
This study examined different funding methods for financing public education in order to solve the problems associated with large numbers of school districts and great disparities in property wealth without abandonment of property tax as the major revenue source. Using enrollment and State Property Tax Board data for the 1,061 school districts in Texas in 1986-87, four alternative funding plans were studied to compare the equity and fiscal impact of each on public school finance in Texas. The state and local shares of the total cost of education were computed using a combination of three per-pupil expenditure levels and four funding formulas. The per-pupil expenditure levels used were $3,850, $4,200, and $4,580. The formulas used were representative of a full state funding plan, a percentage equalization plan, a power equalization plan, and a foundation school program plan. Since each of the four plans used significantly higher per-pupil expenditure values, all required a greater monetary investment on the part of the state. However, all plans were found to be equalizing in nature if set per-pupil expenditure values were maintained and no local enrichment was permitted. In addition, each of the four plans, as studied, met the fiscal neutrality standard of the 1987 Edqewood v. Kirbv case. The percentage and power equalization plans required less monetary investment on the part of the state than either full state funding or the foundation school program. As a result of the study, it is recommended that the state consider a combination of plans. For example, the state could employ a full state funding model up to the $3,850 per-pupil expenditure level with added permissible local millage being limited and power equalized. In addition, while each of the plans studied reduces inequity, the increased cost of an adequate public school education suggests that the state consider other sources of revenue to fund public education. These could include personal or corporate income taxes.
APA, Harvard, Vancouver, ISO, and other styles
29

Porter, Gwendolyn Hankerson. "An evaluation of the Point Option Alternative School Program." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/71268.

Full text
Abstract:
The purpose of this study was to evaluate the Point Option Alternative School Program to determine the extent to which the program was effective in achieving its goals. The study, specifically, sought to answer the major research question: Is the Point Option Program successful in achieving its stated goals? and to answer two sub-questions: Did students improve academically? and Did students' self-concepts and attitudes improve? Three instruments were constructed, validated by a panel of experts, field tested, then administered to the teachers and students in the Point Option Program and the students' parents. Data provided by these instruments were collected, and analyzed employing the Chi Square test of independence. One hundred percent of the teachers, seventy-three percent of the parents and ninety-one percent of the students completed the instruments. An alpha level of .05 was employed to determine whether the data being analyzed was statistically significant. Additionally, two standardized instruments were used. The Science Research Associates' pre and posttest scores were used to measure the students’ academic improvement. A t-test was employed to determine the mean difference between the pretest and posttest scores. The students' grade point averages and attendance records were examined to further assist the researcher in determining the students' academic improvement. Also, the Tennessee Self-Concept Scale was employed to assist the researcher in determining the extent of improvement in the students' self-concepts and attitudes. The findings showed that teachers, parents and students perceived the Point Option Alternative Program as successful in achieving its goals. In addition, each of the three groups agreed that the students did improve academically, and that the students' self-concepts and attitudes did improve. The results of the students’ SRA pre and posttest, grade point averages, attendance records and Tennessee Self-Concept Scale provided data to support the conclusions that: the Point Option Alternative School Program was successful in achieving its goals, the students did improve academically and the students self-concepts and attitudes did improve.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
30

Siner, Pat. "UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188132.

Full text
Abstract:
This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."
APA, Harvard, Vancouver, ISO, and other styles
31

Chiang, Sophia Yin. "Alternative valuation methods of biotechnology initial public offerings." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Bates, Anita M. "Voices from the margins: teenagers at a school informed by the ethic of care /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Souza, Tasha J. "The social construction of communication climate : an analysis of at-risk students in alternative high school /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Price, Teresa Moore. "A study of the alternative school education program in Mississippi." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07142004-131458.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Fay, Kellie Marie. "Curating the Abandoned School: Voices of Youth in an Alternative High School Art Class." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5510.

Full text
Abstract:
An art teacher at an alternative high school examines how self-study and narrative influence art making in the classroom. This teacher-researcher-artist uses a/r/tography to study more deeply her role in creating curriculum that deals with students' stories as a meaning-making device. The a/r/tographer identifies herself as a type of teacher-curator of student narratives and explores the nuances of her particular research site. As the researcher more closely examined her own identity as artist, teacher, and researcher, she came to understand that this research was largely a study of self. Specifically, she more closely scrutinized her struggle with the role of artist through art production that aligned with the studies she was engaging with in the classroom. Even as student understandings shifted as a result of the curricular focus on narrative, so did that of the researcher.
APA, Harvard, Vancouver, ISO, and other styles
36

Helems, Darryl D. "The School Counselor's Role in Alternative Education Programs in Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28219.

Full text
Abstract:
This study was developed to answer the research questions 1) What services do school counselors provide in alternative education programs in Virginia? and 2) What are the reasons that students are participating in alternative education programs in Virginia? Alternative programs throughout Virginia were identified and data were randomly collected from a random sample of administrators and school counselors working in 15 of these programs. The data collected were then transcribed and analyzed in an effort to determine if any significant categories or themes related to the research questions. The data indicated that most counselors identified that they were involved in both direct counseling and administrative duties at their schools. Direct counseling duties consisted primarily of individual counseling, group counseling, and career counseling while the two primary administrative duties reported were test coordination and scheduling. The data indicated some consistent reasons for placement in alternative education programs. Seven schools reported that they served students for behavioral, academic, and other various reasons while only three reported that they served students specifically for behavioral or academic reasons. The areas of discipline/expulsion, failing grades, lack of credits to gain diploma, truancy, and teen pregnancy were identified as reasons for which placement in the alternative programs interviewed. The results of this study suggested a need for further studies relating to community involvement and direct counseling activities of school counselors working in alternative education. Recommendations were also made with regards to the future training of school counselors and the development of alternative education programs.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
37

Carroll, Joseph D'Arcy. "An assessment of hydrogen as an alternative energy resource." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13338.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Parish-Duehn, Synthia Lee. "Purposeful cultural changes at an alternative high school : a case study /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/s_duehn_041808.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Brown, Patricia Dimmy. "An Alternative to School Expulsion AEC - Providing a Second Chance for Children." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459188926.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Wheelock, Carol Lynn. "The alternative learning and attendance center is it effective at a rural high school /." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004wheelockc.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

McDaniel, Mikki Amano. "Auto-Motives: Unraveling the Riddle of Alternative Transportation to School." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/950.

Full text
Abstract:
Over the last 40 years, there has been a dramatic increase nationwide in the rate of children being driven to school in a private vehicle in the U.S., exacerbating problems from traffic congestion to childhood obesity. While many studies have focused on walking and cycling for the trip to school, few explore parental decision making and the interaction between all travel modes. This study conducts a survey of parents of children attending six elementary schools in San Luis Obispo regarding their children’s travel to school. It explores factors in mode choice, establishes local travel patterns for children, and describes parents’ decision making and the interaction between driving and alternative modes: walking, cycling, school bus, and public transit. An association is found between child gender and parental permission for walking/cycling and riding public transit without adult supervision. An association is also found between parents’ own activity, walking/cycling and riding public transit, and their likelihood to encourage their children to use these modes. Based on survey findings, the study outlines strategy alternatives and recommends implementing free transit days for families, organizing a community safety audit for transit settings, forming a partnership between San Luis Coastal Unified School District and the City of San Luis Obispo to divert demand for school bus transportation to other alternative modes, and organizing a walking school bus.
APA, Harvard, Vancouver, ISO, and other styles
42

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Yates, Debra L. "Portrait of an alternative school : using narratives to explore teacher-student relationships /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156691&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Martin, Susan K. "The alternative learning and attendance system is it effective in a rural high school system? /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999martin.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Kilmer, Theresa. "A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?" VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2959.

Full text
Abstract:
This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.
APA, Harvard, Vancouver, ISO, and other styles
46

Carpenter, Sherene. "A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/carpenter.pdf.

Full text
Abstract:
Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Natalya Ivankova, Margaret Rice, Boyd Rogan, Linda Searby. Description based on contents viewed July 7, 2009; title from PDF t.p. Includes bibliographical references (p. 176-184).
APA, Harvard, Vancouver, ISO, and other styles
47

Patterson, A. Kathleen. "Why teach: stories of success from alternative high school graduates." Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3655.

Full text
Abstract:
This narrative inquiry focused on what six current teachers had to say about their high school experiences, first in a comprehensive high school and then an alternative high school. The narratives focused on the culture and climate of the two different settings and if their experiences affected their decision to teach. The theoretical perspectives of organizational culture, bureaucracy and empowerment provided the framework for this study. Narratives from the individual interviews and from the informal group conversation are shared. The participants told their personal stories of what empowered them to make the choice to succeed in school and become educators themselves. Their stories persistently convey the importance of building positive relationships with students and allowing them some individual choice in meeting graduation requirements.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
APA, Harvard, Vancouver, ISO, and other styles
48

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Baker, Rachel L. "An evaluation of an alternative middle school at-risk program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5558.

Full text
Abstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 21, 2009) Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
50

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

Full text
Abstract:
This study compared the attitudes of administrators, teachers and students in school settings for at-risk students. Students are considered at-risk if they are not academically successful. Teacher and student science education attitudes were analyzed by survey data and categorization of teaching practices. Additionally, data from classroom videotapes and teacher interviews was collected to support and triangulate survey data. Study participants were selected from two school settings for at-risk students 1) public alternative schools (PAS) and 2) private residential treatment centers (RTC). When the survey questions were analyzed by school type and teacher classification several differences were found between 1) teacher responses, 2) students responses and 3) the difference between student and teacher responses. However, when students were analyzed by their teachers' teaching classification no significant differences were found for any of the survey questions or question groupings.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Alternative School' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography