A Program Evaluation of an Alternative School in the Southeast United States

Autor/in	Beam, Timothy W.
Titel	A Program Evaluation of an Alternative School in the Southeast United States
Quelle	(2012), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-2430-7
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Program Evaluation; Emotional Disturbances; At Risk Students; Questionnaires; Interviews; Goal Orientation; Educational Objectives; Cooperation; School Administration; Small Classes; Small Schools; Student Participation; Teacher Role; Enrollment; Parent Role; Student Role; Administrator Role; High Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation; Gefühlsstörung; Fragebogen; Interviewing; Interviewtechnik; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Co-operation; Kooperation; School; Schools; Schule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Einschulung; Parental role; Elternrolle; High school; Oberschule
Abstract	Graduation from high school is now more important than ever because of fewer opportunities in the blue collar work sector or within family businesses. Students with behavioral or emotional disorders may not be able to perform in the traditional work setting as they do not meet an acceptable level of achievement in the regular classroom and therefore do not graduate. Alternative education in the United States was created so that students who could not be successful in the regular school setting could find a place where they could be accepted and educated. There are many different types of alternative schools that work with students who are not successful in the traditional school setting. The success of any alternative program is directly related to support from parents, students, teachers, administrators, outside agencies, and influential leaders in the community. It is imperative and essential to have an alternative school working with at-risk students and have a program that is considered high quality and demonstrates high academic success. Although there is no typical model of alternative education, there are commonalities with structure and processes including collaboration, management, small school and class size, student involvement, extended roles for teachers, and voluntary enrollment. This study was designed to evaluate an alternative school in the southeast United States. Existing research includes a literature basis and theory of relationships among the structures of the alternative school which aids in gaining insights into the understanding of the problem. Exploratory research was completed using questionnaires, interviews, and document study. Questionnaires and interviews provided an opportunity for those most closely related to the alternative school to provide meaning and perspectives that inform their actions. Ideas, meanings, and values will be an essential part of the study and will provide and support the building blocks suggested in the final chapter of this project. A close study of the alternative school documents revealed access to the original stated goals and objectives and allowed measurement of actions taking place today. The study revealed strength in the area of Program Support and needed improvements in the areas of Program Organization, Governance, and Curriculum and Instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10