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An Exploratory Case Study: Persistence and Retention of Students in an Alternative High SchoolAndrews, LaMetrica 01 January 2018 (has links)
Students with emotional behavioral disorders (EBD) are at greater risk for dropping out of high school than other students, and are likely to experience fewer employment options and more societal marginalization. Alternative schools have been viewed as a last chance and best option for educating many students with EBD who have not actually been diagnosed. The purpose of this qualitative case study was to explore persistence and retention in the alternative school setting for students who may or may not have been diagnosed with EBD. Students in this study will be referred to as EBD. Although they have not been formally diagnosed, all of the students suffered with symptoms of emotional and behavioral disorders. Interview and observational data were examined through the theoretical lens of the Bandura's theory of self-efficacy and Erikson's theory of psychosocial development. The research questions focused on the meaning of academic persistence for students in an alternative school, the institutional efforts to retain students, and the processes and consequences to improve student engagement and retention. Seven teachers and administrators from an alternative school in Georgia were interviewed, and analysis and interpretation of data from the interviews, observations, and field notes revealed five major themes: support, acknowledgment for incremental gains, struggle to focus, and we are family. These results indicated that some of the most challenging students can persist when they are provided with support (parental, academic, emotional, and community), and future longitudinal research is needed on students' post-high school functioning. The results also showed the need for systemic changes that include formal assessments and diagnoses because access to psychological services are not provided until students have been properly diagnosed.
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Spolupráce rodiny a školy / Family and school cooperationJílková, Lucie January 2011 (has links)
The bases of this diploma thesis are a family and school cooperation, means of cooperation and ways leading to a cooperation improvement. The submitted work deals with theoretical aspects of the family and school co- operation and a report from a practical investigation on this subject executed at the primary school follows. The research is based on the exploring method of an interview (i.a. via web pages created by myself) for current and future teachers at primary schools and for parents. The work focuses on upgrading and reengineering of communication forms be- tween schools and parents. The parent is considered as a "consumer , a "partner or a "citizen . This point of view is based on the empirical research of the family and school cooperation by Milada Rabušicová and Milan Pol. This research has been executed at the primary schools in Brno. Next, the models of family and school partnerships in accordance with Birte Ravnová are also introduced. A definition of terms: a family (by several experts), a function of family and type of family (in accordance with so-called a "Functionality of family questionnaire ) is introduced. Next terms as: a school and social atmosphere, a school environment, a positive school atmosphere (and its important character in compliance with Helena Grecmanová) are also presented....
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Evaluating Alternative High Schools: Program Evaluation in ActionHinds, Drew Samuel Wayne 05 June 2013 (has links)
Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
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Vnímání autority u pedagogů 1. stupně ZŠ / Perception of authority at teachers at primary schoolZELENKOVÁ, Dominika January 2017 (has links)
The diploma thesis deals with the perception of teacher's authority at elementary school. The theoretical part introduces essential terms which are connected with this topic. For example the term authority and its changes of perception in the course of time, alternative schools and the different point of view on authority, the connection between the position of authority and discipline in class, the role of reward and punishment. In the practical part is used qualitative method. The research is based on interviews with teachers. The aim of this thesis is to obtain information related to teacher's authority. Collected data are evaluated in the seventh chapter.
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Souvislost edukačního stylu učitele s vnímanou akademickou účinností žáků ZŠ / Relations of teaching styles with children's academic self-efficacyKomárek, Tomáš January 2018 (has links)
6 Title: The relationship between teachers' educational styles and the perceived academic efficacy of primary school students Author: PhDr. Mgr. Tomáš Komárek Department: Department of Psychology Supervisor: PhDr. Simona Horáková Hoskovcová, Ph.D. Abstract: The presented doctoral thesis examines the issue of perceived academic efficacy in relation to teachers' educational styles in the transitional period between the first and second half of primary school (equivalent to transition from primary school to secondary school). The main research aim was to test the hypothesis that teachers' educational styles influence the perceived academic efficacy of students using quantitative statistical methods. The second aim was to compare regular schools with schools using the teaching programme 'Step by Step' in both main variables and to determine the extent to which these schools differ. The research sample was comprised of fifth-grade students from both types of schools (N = 896). The data was obtained using three questionnaires: the questionnaire 'Interaction of the teacher and students' examines the teacher's educational style; questionnaires 'Myself as a learner scale' and 'Children self-efficacy scale' focus on measuring the students' perceived academic efficacy. The results confirmed a statistically significant...
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Využití individualizace a diferenciace v hodinách fyziky / Use of Individualization and Differentiation in the Physics LessonsGARABIK, Bohumil January 2014 (has links)
The master's thesis focuses on individuation and differentiation in our education system. The present work explains the concepts of individualization and differentiation, various types of differentiation, their possible pitfalls, their history and the applications of differentiation and individuation in alternative schools. The thesis includes a conversation with a physics teacher, analysis of annual elementary school reports, and an experiment. The experiment included a non-standardized achievement test and a survey.
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Technologie vzdělávání v podmínkách Waldorfské školy / Education Technology in Waldorf school´s conditionsLISOVÁ, Daniela January 2008 (has links)
The work deals with education technology in the specific environment of Waldorf school with an emphasis on pedagogical traits of this school type. The theoretical part includes the explanation of the term {\clq}qeducational technology``, the brief characteristics of alternative schooling, its rise and development. The main accent is put on the Waldorf pedagogy, its recourses, contents, aims, specifics and history in the Czech Republic and Waldorf education worldwide. The practical part includes records from inspections of Waldorf classes and then a comparison of theory and praxis. Then this work compares a social climate of the Waldorf class and the class with a classical way of education by questionnaires to find out objective positives of Waldorf education.
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Svobodné školy a jejich uplatnění v současném školství / Free schools and its application on contemporary educationBartošová, Alexandra January 2020 (has links)
I deal with the democratic school term in my diploma thesis. I clarify the term, I present few of the democratic schools and critical pedagogy. My goal is to highlight the qualities of the democratic school and demonstrate the arguments for considering it as equal and adequate to classical education system. I highlight the importance of attention and financial support from MŠMT for the democratic schools. Few of the democratic schools and the movements were inspired by the concept of independent british boarding Summerhill school and his founder Alexander Sutherland Neill. I will describe pedagogical principles of A. S. Nell and the history of Summerhill school in my thesis. Partial goals are to clarify in what extant and how were employed the principles of Summerhill school in schools in the Czech republic; and how can be the pedagogy of A. S. Neill followed in Czech settings. I will decribe my own point of view on the schooling and teaching. I will compare them to several schools, e.g. Scio school, Ježek bez klece school, Neškola, Sudbury Valley School, Neue Schule etc. after that. I will address the terms unschooling, democracy and boarding school. I employ a method of comparison, analogy, analisis and synthesis.
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Alternativní přístupy ke vzdělávání na vybraných středních školách / Alternative Approaches to Education at Selected High SchoolsKalačová, Karolína January 2020 (has links)
The thesis deals with alternative approaches to education at high schools in the Czech Republic. The starting points of the thesis are mainly the historical context of alternative education and the characteristics of the Czech high schools and their students with a focus on private schools. The main areas of interest are some didactic principles, selected forms and methods of teaching, formative assessment and specific position of a teacher, which are stated as crucial, based on the research findings. The thesis also provides a brief overview of high schools in Prague which are considered innovative. Two such high schools are examined in detail in the empirical survey. Their stories are comprehensively processed using the multiple case study method. Key words: Alternative Approaches to Education, Alternative Schools, High Schools, Innovations in Education, Case study
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An Alternative to School Expulsion AEC - Providing a Second Chance for ChildrenBrown, Patricia Dimmy 08 July 2016 (has links)
No description available.
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