Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

This study was developed to answer the research questions 1) What services do school counselors provide in alternative education programs in Virginia? and 2) What are the reasons that students are participating in alternative education programs in Virginia? Alternative programs throughout Virginia were identified and data were randomly collected from a random sample of administrators and school counselors working in 15 of these programs. The data collected were then transcribed and analyzed in an effort to determine if any significant categories or themes related to the research questions. The data indicated that most counselors identified that they were involved in both direct counseling and administrative duties at their schools. Direct counseling duties consisted primarily of individual counseling, group counseling, and career counseling while the two primary administrative duties reported were test coordination and scheduling. The data indicated some consistent reasons for placement in alternative education programs. Seven schools reported that they served students for behavioral, academic, and other various reasons while only three reported that they served students specifically for behavioral or academic reasons. The areas of discipline/expulsion, failing grades, lack of credits to gain diploma, truancy, and teen pregnancy were identified as reasons for which placement in the alternative programs interviewed. The results of this study suggested a need for further studies relating to community involvement and direct counseling activities of school counselors working in alternative education. Recommendations were also made with regards to the future training of school counselors and the development of alternative education programs. / Ph. D.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 224-229). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed Aug. 3, 2009) Graduate School of Arts and Sciences, Dept. of Sociology and Anthropology. Includes bibliographical references.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There are a variety of theories in the field of education used to describe student success. Erikson's psychosocial theory is the examination of the interaction between genetic predispositions and environmental contexts, namely society and culture. Behavioral theory is used to understand human behavior in regards to the functional relationship between individuals' responses and environment events that shape them. These theories are not mutually exclusive, but they may be combined to explain how and why students succeed in certain domains and develop the skills necessary to make effective progress in other less supportive environments. The researcher investigated the experiences of 14 students before, during, and after attending an assigned alternative program. Interview and document analysis revealed eight key factors contributed to students' ability to reintegrate from an assigned alternative program back to their traditional high school setting. These factors are (a) a small learning environment separate from the traditional high school, (b) consistency of staff and routines, (c) close deliberate relationships, (d) motivation for reintegration , (e) the availability of therapeutic services, (f) high expectations for skill development, (g) positive student growth and improved performance, (h) and the existence of a home base with in the traditional high school. The results of this study determined that, although these factors originated in the alternative program, they needed to be re inforced in the traditional high school setting in order to ensure continued progress for each student. Human development and behavior, whether viewed through a psychosocial or behavioral perspective, clearly reveal that the interventions offered through the Empower program enable students to develop into healthy, autonomous, young adults. Through the Empower program experience, the students studied internalized the skills required to control their emotions and behavior. Skill development enabled them to return to the traditional high school setting, and, for most, to continue on to a post high school education. / 2031-01-01

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 107-116) and appendices.

Thesis (M.F.A.)--Texas State University-San Marcos, 2008. / Vita. Also available on microfilm.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 205. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 197-204). Also issued in print.

This mixed methods study sought to examine student perceptions of the impact of an alternative intervention program (AIP), and provide a framework meant to inspire programs in other locations. Focusing on attendance, discipline, and academic achievement data, this study examined what factors motivate successful alternative education students to succeed upon their return to the comprehensive setting, and identify support factors that foster resiliency. Qualitative data were collected through three focus groups of students who were either new to the program, enrolled in the program for at least a nine-week period, and students who successfully completed a nine-week placement. Six adult students who completed the program and received a high school diploma were in-depth interview participants. Quantitative data were collected using student records. Results indicated differences in the students’ perception of grades earned and the actual grades received. Students were able to maintain their attendance, grades, and discipline during the alternative program enrollment, but scored lower in English and Mathematics after leaving the program than they did prior to attending the program. The fast pace and rigor of a standards-based curriculum in a comprehensive setting proved challenging for students in need of a caring, nurturing environment that offered individualized instruction. Students overwhelmingly attribute their success in the alternative program to a caring staff, and flexible scheduling within a structured environment. This study revealed the need for a more structured process to transition students from the alternative to comprehensive settings. Students could literally be in the alternative setting today and in the comprehensive setting tomorrow, with very little support or guidance. This led to repeated disciplinary offenses and for some students, their return to the alternative setting.

The State of Texas accepted the Effective School Research model and its correlates as a way of determining whether the state’s schools are effective. This included all juvenile justice alternative educational facilities. The purpose of the study was to assess the relevance of the Effective School Correlates to alternative educational settings for students in a correctional system as identified by the teachers and administrators in selected charter schools in Harris County, Texas. Secondly, the study was to suggest modification to the Effective School Correlates to make them relevant to an alternative educational setting for students in the correctional system in selected charter schools in Harris County, Texas. The literature revealed a potential lack of fit between the Effective School Correlates as the “Key Characteristic of Effective Schools” and their relevance to the context of alternative schools for students in the correctional systems. This study led to the postulation that the Effective School Correlates as written may need altering to meet the needs of the specialized correctional school setting. However, it is not clear what shape or direction this alteration would take. Findings of this study indicated that problems existed with the application of the Correlates as they related to the selected Charter Schools in Harris County, Texas. The population size limited the study and caution should be taken not to over-generalize the data.