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Journal articles on the topic 'Alternative School'

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Published: 4 June 2021

Last updated: 25 April 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gulson, Kalervo N., and P. Taylor Webb. "Not Just Another Alternative School." Educational Policy 30, no. 1 (November 26, 2015): 153–70. http://dx.doi.org/10.1177/0895904815615438.

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12

Brown, Damon. "School Support for Alternative Lunches." Journal of the American Dietetic Association 107, no. 1 (January 2007): 24–25. http://dx.doi.org/10.1016/j.jada.2006.10.007.

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13

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

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14

Cox, Stephen M., William S. Davidson, and Timothy S. Bynum. "A Meta-Analytic Assessment of Delinquency-Related Outcomes of Alternative Education Programs." Crime & Delinquency 41, no. 2 (April 1995): 219–34. http://dx.doi.org/10.1177/0011128795041002004.

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Although the alternative education movement continues to grow, uncertainty is present across the literature regarding the effectiveness of these programs. Prior reviews have found that alternative schools improve school performance, attitudes toward school, school attendance, and self-esteem, while decreasing delinquency. However, these reviews have been unable to determine the magnitude of these effects or examine potential correlates of success. The present study used meta-analysis to quantitatively summarize prior empirical research on alternative schools. The meta-analysis findings show that alternative education programs have a small overall effect on school performance, attitudes toward school, and self-esteem but no effect on delinquency. Furthermore, alternative education programs that target a specific population of at-risk delinquents or low school achievers produce larger effects than programs with open admissions.

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15

Beauvais, Fred, and E. R. Oetting. "Drug Use in an Alternative High School." Journal of Drug Education 16, no. 1 (March 1986): 43–50. http://dx.doi.org/10.2190/npkn-6q2v-ffyp-ukbk.

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The drug involvement of students in an alternative high school is reported. Students include those transferred for behavior problems or dropouts returning to complete school. Drug use rates are exceptionally high, with significantly higher lifetime prevalence for nearly every drug. Current use of drugs is also very high, and 70 percent are in the two most serious adolescent drug use types; about a third are polydrug users, currently using at least two drugs with different psychoactive effects, and another third are stimulant users, taking marijuana, uppers, and/or cocaine. Only alcohol and marijuana were started earlier than other students–these students started both in early junior high. These extreme levels of involvement suggest further assessment of alternative schools and, if generalizability is confirmed, focusing of prevention and treatment programs on these high risk environments.

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16

Dator, James Allen, John Sweeney, and Aubrey Yee. "Alternativne budućnosti u manoanskoj školi / Alternative Futures at the Manoa School." Context: Journal of Interdisciplinary Studies 2, no. 2 (March 21, 2022): 89–97. http://dx.doi.org/10.55425/23036966.2015.2.2.89.

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17

Kozubovska, Iryna, Vitaliia Palkush, and Oksana Tovkanets. "DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 62–65. http://dx.doi.org/10.24144/2524-0609.2021.49.62-65.

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This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that alternative school is an establishment with a curriculum and teaching methods that are unusual, nontraditional. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationship, as in the free schools and different curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for the alternative in this context include non-traditional, non-conventional, non-standardized. In modern times the legal right to provide educational alternatives has become established in many countries. Among them such country as the United States is worth to be mentioned. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the United States more than three centuries ago. They provide special educational conditions for the personal development of each pupil.

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18

Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (September 16, 2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.

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In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.

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19

Perzigian, Aaron B., Kemal Afacan, Whitney Justin, and Kimber L. Wilkerson. "Characteristics of Students in Traditional Versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District." Education and Urban Society 49, no. 7 (July 8, 2016): 676–700. http://dx.doi.org/10.1177/0013124516658520.

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Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including—but not limited to—use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed.

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20

Butler, Alexandra E., Kate Battista, Scott T. Leatherdale, Samantha B. Meyer, Susan J. Elliott, and Shannon E. Majowicz. "Environmental Factors of Youth Milk and Milk Alternative Consumption." American Journal of Health Behavior 44, no. 5 (September 1, 2020): 666–80. http://dx.doi.org/10.5993/ajhb.44.5.10.

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Objective: The objective of this research was to determine the school and community characteristics associated with milk and milk alternative (MMA) consumption by Canadian youth. Methods: We analyzed self-reported data from 50,058 Canadian students participating in the 2017-2018 wave of the COMPASS survey. We used logistic and linear regression analyses to identify school- and community-level factors associated with students meeting the MMA guidelines, and factors associated with daily number of MMA servings consumed, respectively. Results: Student-level factors were more strongly associated with MMA consumption than school- and community-level factors. Students who attended schools that provided staff with nutrition training consumed fewer daily servings of MMAs and were less likely to meet MMA guidelines. Students attending schools that received healthy eating grants were more likely to meet MMA guidelines, whereas students attending schools that sold flavored milk in their vending machines were less likely to meet MMA guidelines. Conclusion: Our findings suggest that student-level factors have a stronger association with MMA consumption than school or community factors. Additional research is needed to understand how factors associated with MMA consumption may influence behaviours over time, and how changes to Canada's food guide may impact youth eating habits.

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21

Malluhi, Hazar Hekmat, and Nayel Musa Alomran. "Family Volunteers as Alternative Future Resources: School Leaders’ Beliefs and Practices." International Journal of Emerging Technologies in Learning (iJET) 14, no. 10 (May 30, 2019): 88. http://dx.doi.org/10.3991/ijet.v14i10.10189.

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Schools and community engagement are seen as effective factors for making schools a thoughtful place. This case- study employed mixed methodology to explore the phenomena of parent involvement and to know the exact characteristics of the leadership style in the school. This case study examined and described school leaders’ perspectives, attitudes and practices towards parents’ involvement in an Abu Dhabi primary school using a variety of data sources including, interviews, open-ended teachers’ questionnaires, school self-assessment surveys and mothers’ council self-assessment surveys. The findings revealed that the school leaders effectively employ multiple collaborative, shared and transformational leadership practices to improve parent/family volunteering. Teachers and parents have good communications. The mothers’ council and the administration enhanced many different parental activities. There are some barriers in parents ‘participation like language and the lack of the awareness of important role of parents in the school. The implications of this study revolve around the important roles the school leaders have in helping parents feel supported and encouraging family volunteering. The school leaders have to increase the encouragement of parents’ involvement in general and family volunteering in particular. This study is a calling for a shift from random acts of parents’ involvement to coherent, comprehensive, continuous, systematic and equitable family volunteering approach.

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22

Houston, Robert G., and Eugenia F. Toma. "Home Schooling: An Alternative School Choice." Southern Economic Journal 69, no. 4 (April 2003): 920. http://dx.doi.org/10.2307/1061658.

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23

Murphy, Jack. "Podcasts in an Alternative High School." Radical Teacher 111 (July 27, 2018): 131–33. http://dx.doi.org/10.5195/rt.2018.511.

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24

Gratto, Sharon Davis. "Arts Education in Alternative School Formats." Arts Education Policy Review 103, no. 5 (May 2002): 17–24. http://dx.doi.org/10.1080/10632910209600300.

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25

Adams, Thomasenia L. "Alternative Assessment in Elementary School Mathematics." Childhood Education 74, no. 4 (June 1998): 220–24. http://dx.doi.org/10.1080/00094056.1998.10521938.

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26

Church, R. L., and O. B. Schoepfle. "The choice alternative to school assignment." Environment and Planning B: Planning and Design 20, no. 4 (1993): 447–57. http://dx.doi.org/10.1068/b200447.

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27

Souza, Tasha J. "Communication and alternative school student socialization." Communication Education 48, no. 2 (April 1999): 91–108. http://dx.doi.org/10.1080/03634529909379158.

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28

Edgar-Smith, Susan, and Ruth Baugher Palmer. "Alternative school student perceptions about forgiveness." Preventing School Failure: Alternative Education for Children and Youth 61, no. 4 (February 2017): 259–67. http://dx.doi.org/10.1080/1045988x.2016.1272540.

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29

Castleberry, Sue E., and John M. Enger. "Alternative School Students' Concepts of Success." NASSP Bulletin 82, no. 602 (December 1998): 105–11. http://dx.doi.org/10.1177/019263659808260215.

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30

McGee, Jay. "Reflections of an Alternative School Administrator." Phi Delta Kappan 82, no. 8 (April 2001): 588–91. http://dx.doi.org/10.1177/003172170108200808.

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31

Mickler, Mary Louise, and Barbara Martin. "Saturday School: One Alternative To Suspension." NASSP Bulletin 73, no. 519 (October 1989): 117–19. http://dx.doi.org/10.1177/019263658907351919.

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32

Ripperger-Suhler, Jane. "Homeschooling: An alternative to traditional school." Brown University Child and Adolescent Behavior Letter 32, no. 4 (March 21, 2016): 1–5. http://dx.doi.org/10.1002/cbl.30113.

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33

Carlston, M. "Medical School Courses in Alternative Medicine." JAMA: The Journal of the American Medical Association 281, no. 7 (February 17, 1999): 609–11. http://dx.doi.org/10.1001/jama.281.7.609.

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34

Gagnon, Joseph C., and Peter E. Leone. "Alternative strategies for school violence prevention." New Directions for Youth Development 2001, no. 92 (December 2001): 101–25. http://dx.doi.org/10.1002/yd.23320019207.

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35

Cooper, J. Lloyd. "An Alternative Solution to School Violence." Journal of Systemic Therapies 17, no. 3 (September 1998): 12–22. http://dx.doi.org/10.1521/jsyt.1998.17.3.12.

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36

Houston, Robert G., and Eugenia F. Toma. "Home Schooling: An Alternative School Choice." Southern Economic Journal 69, no. 4 (April 2003): 920–35. http://dx.doi.org/10.1002/j.2325-8012.2003.tb00540.x.

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37

Muhamad, Siti Nor Nadrah, Rasyidah Abd Halim, Wan Nurshazelin Wan Shahidan, Nordianah Jusoh @ Hussain, and Saida Farhanah Sarkam. "Ranking Academic Performance Using Fuzzy Vikor: A Case of Secondary Schools At Perlis." Journal of Computing Research and Innovation 3, no. 4 (November 18, 2018): 31–38. http://dx.doi.org/10.24191/jcrinn.v3i4.74.

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Ranking is the process of structuring alternatives in order of priority. It is based on the criteria determined for each alternative involved. In this study, the researcher analyzed the percentage of candidates who scored in the 2016 Malaysia secondary school national examination, Sijil Pelajaran Malaysia (SPM), in the state of Perlis. The schools represent an alternative, while the examination subjects as the criterion. The study used fuzzy VIKOR method to determine the priority rank for the performance of five schools. Fuzzy VIKOR method evaluates the criteria and compose composite index of each alternative for the purpose of arranging them in order of preference alternatives. The result showed that fuzzy VIKOR method is able to rank the data more fair and accurate than other conventional methods such as TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) and PROMETHEE (Preference Ranking Organization METHod for Enrichment Evaluations). By using the proposed approach, the ambiguity involved in the evaluation data can be effectively represented and processed to assure a more effective evaluation process. The accurate ranking of schools might benefit the Education Ministry at the district level as more resources could be provided to the least performed school.

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38

McNeil, John, and Cynthia Franklin. "A University-Based Alternative School for High School Drop-Outs." Residential Treatment For Children & Youth 5, no. 4 (December 13, 1988): 43–58. http://dx.doi.org/10.1300/j007v05n04_05.

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39

Fukamachi, Tamayu. "Career Guidance provided in Free School (alternative school)." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3D—008–3D—008. http://dx.doi.org/10.4992/pacjpa.83.0_3d-008.

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40

Atkins, Trent. "Is an Alternative School a School of Choice? It Depends." Journal of School Choice 2, no. 3 (September 25, 2008): 344–47. http://dx.doi.org/10.1080/15582150802371630.

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41

Simonsen, Brandi, Lisa Britton, and Dale Young. "School-Wide Positive Behavior Support in an Alternative School Setting." Journal of Positive Behavior Interventions 12, no. 3 (January 20, 2009): 180–91. http://dx.doi.org/10.1177/1098300708330495.

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42

Selman, Kaitlyn J. "Imprisoning ‘Those’ Kids: Neoliberal Logics and the Disciplinary Alternative School." Youth Justice 17, no. 3 (June 12, 2017): 213–31. http://dx.doi.org/10.1177/1473225417712607.

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Despite a perceived retrenchment of exclusionary school punishment, the disciplinary alternative school has emerged as a space in which to enforce upon marginalized students the logics of neoliberal carcerality. This article draws on the code of conduct handbooks of 15 Texas Disciplinary Alternative Education Programs to illustrate how this space seeks to reaffirm social and economic marginality for certain youth. Specific processes in the alternative school prepare youth for a life of imprisonment, often characterized by criminal justice system involvement, but also precarious (un)employment. As such, this article situates the disciplinary alternative school as one of many ‘alternatives’ to carcerality through which the carceral state maintains its power.

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43

Catterall, James S., and David Stern. "The Effects of Alternative School Programs on High School Completion and Labor Market Outcomes." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 77–86. http://dx.doi.org/10.3102/01623737008001077.

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This research probes two questions regarding participation in alternative high school programs: Does participation reduce the likelihood of students dropping out? Does participation lead to enhanced experiences in the labor market after students leave school? Using the California subsample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors), vocational education and participation in other alternatives are scrutinized. Our findings regarding the dropout-preventing effects of these programs are mixed: The assessment varies across different procedures used to control for prior propensity to dropout. Our findings for labor market effects are more definite. Participants in vocational and other alternative programs have generally higher employment rates and, for some, higher wages. Suggested extensions of this work are offered.

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Adnyani, Komang Alit Darma, and I. Made Citra Wibawa. "Alternative Energy Sources on Digital Comic Media." International Journal of Elementary Education 5, no. 1 (May 24, 2021): 60. http://dx.doi.org/10.23887/ijee.v5i1.34333.

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The availability of innovative learning media in schools is still limited, especially in the subject of the natural sciences of fourth-grade elementary school. This research aimed at developing digital comic media on the topic of alternative energy sources for fourth-grade elementary school students. This study applied the research and development (R&D) method using the ADDIE development model with the following stages: analyze, design, development, implementation, and evaluation. The subjects of this study were two lecturers as media experts, two lecturers as material experts, two teachers as practitioners, and five fourth-grade elementary school students, while the object in this study was the developed validity of the digital comic media. The data collection method was a questionnaire method by providing assessment sheets to the subjects of the study. The instrument used to measure the validity level of digital comic media was a rating scale in the form of assessment sheets compiled from experts, practitioners, and students. The data obtained were then analyzed using a percentage formula to determine the validity of digital comic media. The average percentage scores are 96% by material experts, 97% by media experts, 87% by practitioners, and 94% by fourth-grade elementary school students, with very good classifications. Based on the results, digital comic media developed on the topic of alternative energy sources is declared valid and suitable to apply in learning in fourth-grade elementary school.

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45

Petrescu, Doina, Prue Chiles, and ‘The Agency’. "Agency: alternative practices and alternative worlds." Architectural Research Quarterly 13, no. 2 (June 2009): 109–11. http://dx.doi.org/10.1017/s1359135509990194.

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This edition of arq assembles a selection of papers presented at the Conference ‘Agency’ organised by the research group called ‘The Agency’ initiated in 2007 in the School of Architecture at the University of Sheffield. We offered to host the 5th AHRA International Conference, giving it the theme of ‘Agency’ and hoping that the submissions would energise the relationships between the humanities, the architectural profession, and society.

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46

Miller, Ralph M. "Should There Be Religious Alternative Schools within the Public School System?" Canadian Journal of Education / Revue canadienne de l'éducation 11, no. 3 (1986): 278. http://dx.doi.org/10.2307/1494433.

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47

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

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48

Fine, Adam, Cortney Simmons, Sarah Miltimore, Laurence Steinberg, Paul J. Frick, and Elizabeth Cauffman. "The School Experiences of Male Adolescent Offenders: Implications for Academic Performance and Recidivism." Crime & Delinquency 64, no. 10 (January 10, 2018): 1326–50. http://dx.doi.org/10.1177/0011128717750392.

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Adolescents with juvenile justice system experience may be enrolled into alternative schools to increase academic success or to reduce delinquency. This study used longitudinal data on a racially/ethnically diverse sample of 1,216 male, first-time adolescent offenders to examine how youthful offenders’ school experiences were associated with academic outcomes, school attitudes, and delinquency. Effects varied by domain in important ways. Youth who attended alternative schools generally fared better academically than youth who attended traditional schools. However, importantly, youth who attended alternative schools subsequently engaged in more delinquency and violent reoffending than youth in traditional schools. The findings indicate that disrupting normative schooling appears to be the most detrimental to youth outcomes across domains.

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49

Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.

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Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of alternative school architecture, which could be used for new buildings and reconstructions of traditional schools. Method of the research was analysis of chosen alternative school buildings that were realized mainly in Europe and the USA, their qualitative evaluation and description of typological and architectural principles. According to the research outcomes, specific typological, constructional and material solutions were chosen, which are possible to apply also to common learning areas designing. Conclusions of this research can be used in practice (by designing of new buildings and reconstructions of school buildings) and in the education of architectural designing and building typology. .

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Merino Trigueros, Maria Teresa. "La mediación escolar: alternativa para la resolución de conflictos." Revista Cognosis. ISSN 2588-0578 6, no. 2 (June 28, 2021): 33. http://dx.doi.org/10.33936/cognosis.v6i2.2669.

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La mediación escolar se postula desde hace no muchos años como una metodología alternativa de cara a la resolución de conflictos principalmente dentro del ámbito educativo. Este artículo profundiza en el concepto de mediación, mediación escolar, sus diferencias con la orientación y el asesoramiento, así como ofrece una serie de pautas a la hora de poner en práctica la mediación dentro de cualquier institución educativa. Asimismo, finalmente se ofrece un ejemplo práctico de distintos colegios e institutos pertenecientes a la Región de Murcia (España) donde se han empezado a impartir proyectos relacionados con la mediación escolar. PALABRAS CLAVE: mediación; mediación escolar; conflictos; resolución alternativa. School mediation: alternative for conflict resolution ABSTRACT School mediation has been postulated for not many years as an alternative methodology for the resolution of conflicts mainly within the educational field. This article delves into the concept of mediation, school mediation, its differences with guidance and counselling, as well as offers a series of guidelines when putting mediation into practice within any educational institution. Likewise, finally a practical example is offered of different schools and institutes belonging to the Murcia Region (Spain) where projects related to school mediation have begun to be taught. KEYWORDS: mediation; school mediation; conflicts; alternate resolution.

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