To meet the global and informational 21st century, numerous countries around the world, including Korea, have begun to reform their own educational systems. However, the experience of their reforms did not solve the problems of traditional education but rather have made the problems worse. In the early 1990s, thousands of students committed suicide, and tens of thousands of students dropped out from schools or could not adapt themselves to the schools in Korea. In order to solve the problem, the government and people from all classes started to promote the idea of alternative education enthusiastically. The first alternative school in Korea was established in March of 1997, and the number of alternative schools had amounted to about 80 in 2005. Although most alternative schools did not get the recognition from the education authorities because they didn¡¦t conform to the education legislations and regulations, and thus making them lack of financial support, the number of alternative schools still kept rising due to the efforts of the religious groups, the societal communities and parents. By analyzing the backgrounds such as philosophies, humanities, politics, economy, history and geography of Korea, the researcher try to realize why the alternative education quickly developed in Korea these past years. The conclusions of the research are as follows: I.As policies changed, traditional education can¡¦t help but ignore the expectations of the minority. The minority then turned to seek new methods, and alternative education constantly developed under the situation. II.Before the development of alternative education, the masses of every field were awakened by this social revolutions. Hence, they could be the main force to develop alternative education. III.In Korea, alternative schools began in senior high school, and most of them were authorized by the education bureaucracies. But most alternative schools at junior high and elementary education levels were not authorized because of the compulsory education statue. IV.Unlike the other education revolutions, the alternative education movement was actively participated by various kinds of groups. V.Without adequate preparation, many alternative schools were established too hastily in a short time. In addition, the society and educators didn¡¦t have enough time to gain the correct knowledge about alternative education, and thus have encountered quite a few difficulties which need to be solved. VI.The development of alternative education in Korea is deeply concerned with its history, geography, politics, economy, philosophy and humanities roots. According to the above conclusions, the researcher proposes some suggestions with the consideration of Korean culture: I.Suggestions for alternative schools A.To try to find workable strategies, and ask the government for more practical help. B.To improve the working conditions and environment of the teachers. C.To get involved in the activities in the neighborhood or in the society, and to make the activities successful. II.Suggestions for the government A.To enforce the compulsory education legislation flexibly and to respect the right of school choice in the part of parents. B.To actively support alternative schools. C.To lessen and simplify the sophistication of regulations at school administration procedures. D.To provide some measures to train the teachers of alternative schools. III.Suggestions for the teachers of traditional education A.To identify oneself as the subject of education activity itself. B.To actively explore alternative education and apply the workable part of it to the traditional education. IV.Suggestions for further research A.To do a thorough research on alternative education of Taiwan. B.To locate some possible ways to apply several aspects of Korean alternative schools to education in Taiwan. Keywords: Korean education, alternative education, alternative schools.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 177-183). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32023

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis supervisor: Steve McGuire. Includes bibliographic references (p. 141-144).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-173). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 108 p. Includes abstract. Includes bibliographical references (p. 95-102).

This study looked at the link between life-course crime and attachment levels in schools. The correlation between high attachment levels and lower adult criminal activity was first explained. Once this correlation was understood, attachment levels in alternative schools were studied. There are two main types of alternative schools: AEPs (Alternative Education Programs) and DAEPs (Disciplinary Alternative Education Programs). AEPs are often self-selected, meaning that the students have to apply and are usually not assigned; they are often long term. The DAEPs are set up by school districts to serve students who commit specific disciplinary or criminal offenses; the students are usually assigned at the DAEP for a short period of time, ranging from one day to six months. This study looked at whether one type of program yields higher attachment levels than the other. One school of each type was surveyed in the central Texas area. The AEP had 261 participants in the survey; the DAEP had 102. The students ranged from 6th to 12th grade. A teacher focus group at the DAEP was also given a survey, as well as a postsurvey questionnaire. The purpose of the teacher focus group was to see if the teacher perception of student attachment was accurate, and if they felt that anything needed to be changed at their school to yield higher attachment levels. The student and teacher surveys were analyzed using SPSS. The results showed that the AEP is more successful than the DAEP at attaining higher attachment levels. The AEP students are happier with their school and like their teachers more than do the students at the DAEP. The focus group illustrated that the teachers at the DAEP perceived that their students were happier than they really were. The focus group also showed that the teachers enjoyed working at their school and wanted to help the at-risk students, but did not want students to like it at the DAEP because they did not want the students to return. However, the teachers felt that success of their program was based on the rate of recidivism not on attachment levels.

This thesis presents a description of a five-month project involving the educational unit of a large urban museum and its interaction with a group of elementary-aged students from a disadvantaged community. The description is framed within a philosophic premise that puts emphasis on aesthetic experience. Within this framework, I argue that aesthetic experience can be a valuable component in the development of a range of human faculties---intellectual, affective and imaginative. Moreover, borrowing from Aristotle's conception of rationality, I maintain that only when an individual cultivates and employs all his or her faculties can he or she be considered a rational individual. With this perspective in mind, in the final section, I argue that non-traditional educational projects emphasizing aesthetic experiences, such as the one examined in this study, can enhance an educational system that makes knowledge acquisition its priority.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.