Exploring Dimensions of Social Inclusion among Alternative Learning Centres in the USA

Autor/inn/en	Henderson, Dawn X.; Barnes, Rachelle Redmond
Titel	Exploring Dimensions of Social Inclusion among Alternative Learning Centres in the USA
Quelle	In: International Journal of Inclusive Education, 20 (2016) 7, S.726-742 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1111444
Schlagwörter	Inclusion; Social Integration; Nontraditional Education; Suspension; Economically Disadvantaged; Dropout Rate; Dropouts; Mixed Methods Research; Case Studies; Student Improvement; Transitional Programs; Outcomes of Education; Access to Education; Academic Achievement; Student Empowerment; Student Participation; Learner Engagement; High School Students; Middle School Students; Comparative Analysis; School Districts; Success; Semi Structured Interviews; North Carolina + Suchen Sie Ihr Suchwort? Inklusion; Soziale Integration; Non-traditional education; Alternative Erziehung; Ausschluss; Schulausschluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Studienberechtigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School district; Schulbezirk; Erfolg
Abstract	Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01