Alternative High School: A Case Study

Autor/in	Buchanan, Kristen M.
Titel	Alternative High School: A Case Study
Quelle	(2014), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5561-0
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Case Studies; Surveys; Interviews; Focus Groups; Stakeholders; At Risk Students; Parent Participation; Self Determination; Student Motivation; Dropouts; High School Students; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Elternmitwirkung; Selbstbestimmung; Schulische Motivation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Many educators across the nation are struggling to teach and inspire students who are susceptible to school drop-out. These specific students are commonly dealing with poor parental involvement, low socioeconomic status, substance abuse issues, teenage pregnancy, behavioral infractions, and/ or mental health issues, which can affect them socially, emotionally, and academically. As a result, several of these students have difficulties in the general education setting and typically drop-out of school. Due to the serious concern for this at-risk population, numerous school districts have designed and implemented alternative programs to take the place of the traditional education setting to assist this population in meeting academic success. The purpose of this descriptive, qualitative case study was to investigate the perceptions of various educational stakeholders in regard to the components and practices of a southeastern New England alternative program to ultimately determine what works most effectively with the at-risk population. The research questions were guided by the components of Deci and Ryan's (1985, 2000) self-determination theory: achieving competence, autonomy, and relatedness in order to foster a sense of emotional, social, and academic well-being. The researcher utilized three forms of data collection: surveys, open-ended interviews, and focus groups. Research Questions: 1. How do educational stakeholders perceive the alternative education program affects students' competence, autonomy, and relatedness? 2. How do educational stakeholders perceive the program may be improved to meet the specific social, emotional, and academic needs of the students? [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	2020/1/01