This diploma thesis deals with alternative pedagogical concept of Peter Petersen, the jena pedagogy. It describes the topic at first on the theoretical level, in the next section is it concentrated on its practical application in Czech and foreign schools. In the theoretical part deals the diploma thesis with historical background of the emergence of alternative pedagogical trends in general, then is targeted at some specific alternative directions and the most attention is devoted to jena pedagogy. The diploma thesis maps the first attempt of foundation a jena school in the Czech Republic, where in the 90s were opened several experimental classes with jena elements at a primary school in Poděbrady. It monitors the circumstances of preparation of this initiative, its progress and the situation leading to its early demise. The result of the analysis is identification the potential benefits and risks of jena system of education for our school system.

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With more than 10% of all high school age students taking classes at a continuation school at some point in their high school career, this normally forgotten alternative learning environment is one that serves many of our most historically marginalized student groups: Black, Latinx, those with learning differences, and English Learners (Ruiz de Velasco et al., 2012). Leadership in schools is the difference-maker in student learning efficacy (Wahlstrom et al., 2010; Whitaker, 2020). This qualitative study was situated on the theoretical framework created by Madhlangobe and Gordon (2012), Culturally Responsive Leadership (CRL). The aim of this study was to build a professional profile of effective continuation school principals to help guide current practitioners, aid district leadership in identifying candidates best suited to lead their continuation schools, and how to train future leaders. Data was collected via interviews with nine principals of model continuation schools, the highest honor such a school can receive from the California Department of Education (2022a). Data showed that the study participants embodied many of the tenets set forth in CRL, but were not as strong in specific modeling and fostering cultural responsiveness in others. As described earlier, the opportunities for professional growth and collaboration across schools and principals is not well developed statewide. This area for growth is one of the most substantial opportunities the continuation school community has to improve professional practices and improve learning outcomes for all students across the state of California.

An art teacher at an alternative high school examines how self-study and narrative influence art making in the classroom. This teacher-researcher-artist uses a/r/tography to study more deeply her role in creating curriculum that deals with students' stories as a meaning-making device. The a/r/tographer identifies herself as a type of teacher-curator of student narratives and explores the nuances of her particular research site. As the researcher more closely examined her own identity as artist, teacher, and researcher, she came to understand that this research was largely a study of self. Specifically, she more closely scrutinized her struggle with the role of artist through art production that aligned with the studies she was engaging with in the classroom. Even as student understandings shifted as a result of the curricular focus on narrative, so did that of the researcher.

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The majority of literature exploring high school completion and dropout has specifically investigated dropout percentages, reasons behind drop out, and what types of students decide to drop out. Information concerning alterable variables and why students complete high school is less abundant. Often, reasons behind high school dropout include variables that are out of the students' and schools' control. For instance, location (urban, rural, suburban), socioeconomic status (SES), and family education and support are not situations that can be easily altered by students or schools. As a result, the problem of high school dropout is more understood, but is not remediated. The purpose of the current study was to determine what influence, if any, social goals, degree of motivation/resiliency, and gender had on high school completion in an alternative high school. The alterable variables of social goals and motivation/resiliency were of particular interest to the researcher as the basis for potential interventions and strategies to be implemented by schools in order to improve graduation rates. Data were collected from 212 young men (n= 102) and women (n= 110) who began the 2007-08 school year at an alternative high school in Philadelphia, PA. A multivariate analysis of variance (MANOVA) was utilized for this study. Information regarding social goals and degree of motivation/resiliency was obtained with measures created by staff members at the school. Findings suggest that students who graduated from this alternative high school demonstrated more specific and realistic social goals as compared to students who dropped out. / School Psychology

The purpose of this study was to investigate effective ways of providing educational services for at-risk students who are repeatedly placed out of the regular classroom into an alternative school. Characteristics of both settings were investigated in terms of meeting student needs to determine what ingredients might be missing from either or both settings that should be implemented to help these students succeed. The research was qualitative and used a case study design. Primary data were gathered from interviews with five students placed in an alternative school setting and interviews with teachers and administrators in both the regular school and the alternative school. Cumulative student records were also used. The researcher concluded that students who are repeatedly placed in the alternative program are a very small percentage in each school; however, there is a need for better resources in both the regular and alternative programs to meet the needs of these students. Key ingredients are better communication between the two settings and a better understanding of the role of the alternative program in serving these students. There is also a need for transition planning and follow-up with students who are not finding success when placed back in the regular classroom and are being pulled back and forth between the two programs.

另類學校處於升學主義與考試中心的價值洪流中，不時地被添上許多莫須有的帽子，例如「另類學校畢業生沒有競爭力」、「另類學校是貴族學校」、「有問題的學生才需要另類教育」等罪名，這些問題必得由教育的主體─學生來發聲，根據他們的體驗與視角，來摘除上述種種對於另類教育的汙名。此外，為了探究不同體制的學校教育如何影響學生的自我形構，本研究嘗試以敘說研究的方式，來探究一位跨越教育體制畢業生的生命故事，從而瞭解其自我調適的歷程與自我形構的因素。自我形構是一個動態的未完成狀態，人的一生不斷的調整自我內在與外在環境至一個和諧的狀態，因此，外在環境對於自我形構的影響甚鉅，而對學生的自我形構而言，學校教育的環境便是一大重要場域。研究發現，開放自由的教育理念與方式培養學生建立較具正面與積極的自我圖像，而較保守封閉的教育理念與方式會使得學生對於自我圖像失去想像力空間，而創造性變得比較狹隘。藉由兩種教育體制的對照與激盪，不僅碰撞出教育本質之應然所在之處，同時也為另類教育學提供另一種論述基礎。 關鍵字：另類教育、全人中學、敘說探究、自我 / Alternative schools are usually misunderstood by people surrounded in the mainstream of credentialism, such as non-competitiveness, exclusive schools only for nobles or problem-maker students. In order to answer these questions raised above, it should be spoken by the narrative of students who had studied in a mainstream school and an alternative school to get rid of rumors. The purpose of the research is to deliberate the process of the self construction of students in different educational system of schools. Self construction is an ongoing process, and people would adjust constantly between inner self and outside environment to achieve a status of harmony. Therefore, school environment is one of the most important places for students. It finds that students grow positive self images easier in open and liberal school environments. On the contrary, students have lower imagination and creativity to their self images in conservative and closed school environments. The research is not only remind people what education is, but also provide a narrative for alternative schools. Keywords: alternative school, Holistic school, narrative, self

Cette thèse résulte du suivi, pendant deux ans, de jeunes de 16 à 25 ans, scolarisés lors du premier entretien dans des établissements « traditionnels » ou « alternatifs ».La première partie présente des parcours scolaires et s’attarde sur le lien entre parcours scolaire non conforme et délinquance. Au moyen d’un suivi longitudinal qualitatif des « décrocheurs » en temps réel, la recherche s’intéresse particulièrement aux « invisibles », ceux qui décrochent sans faire de bruit et n’inquiètent personne, parfois à juste titre car ils ont des projets hors l’école. Afin de dissocier décrochage et délinquance, des parcours de jeunes délinquants qui n’ont pas décroché de leur établissement scolaire, et inversement des parcours de décrocheurs non délinquants, sont analysés. Une seconde partie présente le contrôle social et la production des normes selon les établissements. L’étude vise à mettre en évidence ce qui, dans l’encadrement, les règlements intérieurs, les sanctions, l’organisation de la discipline et la surveillance distingue les écoles les unes des autres et conclut sur le fait que, si un établissement construit ses normes, ces dernières sont aussi la production des élèves qui le composent. Ces normes influencent les trajectoires des élèves. La recherche montre également que les ségrégations internes produites par les établissements ont plus d’effets sur les élèves que les ségrégations externes, subies par les établissements.La conclusion remet en perspective ces résultats à l’aune des évolutions politiques et démographiques actuelles : l’effet-établissement est appelé à être plus influent à l’avenir, avec la poursuite des politiques d’autonomisation des lycées. / For this research I interviewed students aged 16 to 25 years in traditional and alternative educational establishments over the course of two years. The first section describes further education and considers the link between leaving school and delinquency. Having followed the "dropouts" in real time, the research aims to understand them qualitatively and pays particular attention to “the invisibles" who drop out quietly without generating concern, sometimes rightly so because their interests lie outside of school. Since being a “bad student” is often linked to being a “delinquent”, I describe the schooling of “good students” who have committed offences and vice versa. The second part studies different schools and their respective social controls and 'behavourial norms'. The effect of being in one school or another is still minimal but will grow with new policies that are increasing the autonomy of schools. This study aims to highlight what distinguishes one school from another in terms of management, internal rules, sanctions and the organization of discipline and supervision. It concludes that where a school creates norms and standards, these are also the creations of the students themselves and they impact on students' careers. The other major institutional effect is related to the internal segregation it produces, beyond external segregation. Finally the conclusion looks at the results in the context of the evolving political and demographic landscape and suggests further areas of research.