Alternative Education Completers: A Phenomenological Study

Autor/inn/en	Murray, Becky L.; Holt, Carleton R.
Titel	Alternative Education Completers: A Phenomenological Study
Quelle	In: Education Leadership Review of Doctoral Research, 1 (2014) 1, S.185-203 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Phenomenology; Nontraditional Education; Educational Experience; Qualitative Research; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; Employee Attitudes; Semi Structured Interviews; Student Journals; Classroom Observation Techniques; Teacher Student Ratio; Caring; Family Involvement; Self Efficacy; Graduation; Academic Persistence; Social Support Groups; Affective Objectives; Individualized Education Programs; Influences; Teacher Role; Staff Role; Leadership Role; Achievement Need; Kansas + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Non-traditional education; Alternative Erziehung; Bildungserfahrung; Qualitative Forschung; Schülerverhalten; Lehrerverhalten; Elternverhalten; Arbeitnehmerinteresse; Studentenzeitung; Lehrer-Schüler-Relation; Care; Pflege; Sorge; Betreuung; Self-efficacy; Selbstwirksamkeit; Abschluss; Graduierung; Social support; Soziale Unterstützung; Individualized education program; Individualisierendes Lernen; Influence; Einfluss; Einflussfaktor; Lehrerrolle
Abstract	The purpose of this study was to explore the elements of the alternative education experience significant to successful completion of the program. This phenomenological paradigm provided the framework for all aspects of the qualitative study. Students, parents, administrators, and staff members of two alternative programs in the southeast Kansas area were the pool used to draw the participants. Criterion involved in selecting the student participants were those who were or had been enrolled in the middle level or high school alternative education program in two southeast Kansas districts, currently 18 years of age or older, and who had successfully completed one or both programs. Qualitative methods used to accomplish the research design were: (a) formal, semi-standardized, open-ended interviews with 12 current or former alternative education students, eight parents of program completers, and 10 alternative education staff members; (b) evaluation of student journals from the middle school alternative school; and (c) obtrusive and unobtrusive classroom observations. (As Provided).
Anmerkungen	NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01