The primary purpose of this study was to examine the extent to which Indiana alternative school administrators were knowledgeable of research-supported tenets of effective alternative education and the extent to which they personally supported these tenets. Other purposes included: (a) developing a demographic profile of the administrators, including total population and membership in an Alternative Career Group or Traditional Career Group, (b) testing for possible associations between the two study groups and selected demographic variables, (c) testing for possible differences in knowledge levels between the two study groups, and (d) testing for possible differences in support levels between the two study groups.The study population consisted of 118 licensed administrators employed in public alternative schools in Indiana serving students whose disruptive behavior resulted in the students' removal from traditional schools. Data were collected using a structured questionnaire. Ninety-one surveys were returned, yielding a 77% response rate.Major findings included:1. Administrators did not recognize all tenets that guide the policies of effective alternative schools or all practices that hinder success; the mean knowledge score was 78% of the possible score, indicating moderate knowledge level.2. Administrators' personal support level was slightly lower than the knowledge level; the mean support score was 74% of the possible score.3. Less than one-third of all administrators reported taking college courses pertaining to alternative education.4. Alternative Career Group members had a significantly higher knowledge level of the tenets than Traditional Career Group members; however, no significant difference existed between the groups regarding personal support.Results concerning knowledge and support suggested that some administrators were not guided by the tenets of alternative education espoused in the literature. Moreover, administrators who had a career orientation to this specialization were no more inclined to support the tenets than were administrators without this career orientation. The fact that a relatively low percentage of administrators had completed one or more college courses in alternative education raises questions regarding the degree to which these administrators are adequately prepared to lead their schools. Recommendations are made with respect to additional research and to revising licensing standards for alternative school administrators. / Department of Educational Leadership

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Leila Villaverde; submitted to the School of Education. Includes bibliographical references (p. 177-185).

The purpose of this study was to describe how three pupils in the senior room of Wandering Spirit Survival School in Toronto responded behaviorally to the cultural and academic experiences provided. Participant observation was used to collect data for the study during the period of September 10 to November 15, 1981. Information concerning pupil behavior was gathered during: periods of total-class instruction and periods of individual instruction by the regular classroom teacher; individually-assigned task time; class sessions with visiting resource persons; free time; Ojibway and French language instruction; instruction at Winchester Public School; Sacred Circle feasts; and recess. Pupil seatwork was collected and studied. Additional information was obtained through interviews with the three Subjects and with the director.<p>The study was conducted over a period of ten weeks and totalled ninety-seven hours fifty-one minutes of observation time. The Subjects were students in the senior room of Wandering Spirit Survival School, an alternative school for native children in Toronto, and their class consisted of thirteen pupils from grades five to eight. The procedures of this study yielded descriptive data of each Subject's behavior during the various types of activities observed. From the behavioral data, an account described each S's behavior over the ten-week study period, as it occurred in various situations and with various instructors/resource persons.' Frequency of behavior and changes in behavior were noted. The behavior of Ss was also discussed in light of the cultural and academic goals of the school. The data suggested that the school was partially meeting its cultural goals and was failing to meet its academic goals in the case of the three Ss studied.<p>Wandering Spirit Survival School aimed at providing a safe, nonthreatening environment for its pupils. The atmosphere of the school and the cultural activities of the Sacred Circle, feasts, and Ojibway language instruction were found to be useful in creating a sense of pride in being Indian for the three Ss of the study. More could have been done in providing pupils with a knowledge and understanding of native heritage, native history, and contemporary native issues. Although Ojibway language was taught three times a week, the three Ss of the study had not learned to read, write, or speak any of the language during the ten weeks of this study.<p>A second goal of Wandering Spirit Survival School was to prepare pupils academically so that, if they chose, they could successfully continue their education beyond grade eight. Observations suggested that the three Ss of the study were not being academically prepared for high school according to this study. The Ss spent a great deal of class instruction time engaged in other activities: talking, drawing pictures, walking around, playing with articles at their desks, leaving the room Their behavior was the same regardless of who the instructor was. The Ss were most attentive during audio-visual presentations and during lessons involving activity on the part of pupils. However, the teaching done at the school involved, for the most part, the use of textbooks and workbooks.<p>The teacher appeared to hold higher expectations for Jim than for Donald and Agnes. These expectations were reflected in the small amount<br> [Abstract truncated. Pages iv - v missing from thesis.]

The purpose of this study was to describe how three pupils in the senior room of Wandering Spirit Survival School in Toronto responded behaviorally to the cultural and academic experiences provided. Participant observation was used to collect data for the study during the period of September 10 to November 15, 1981. Information concerning pupil behavior was gathered during: periods of total-class instruction and periods of individual instruction by the regular classroom teacher; individually-assigned task time; class sessions with visiting resource persons; free time; Ojibway and French language instruction; instruction at Winchester Public School; Sacred Circle feasts; and recess. Pupil seatwork was collected and studied. Additional information was obtained through interviews with the three Subjects and with the director.<p>The study was conducted over a period of ten weeks and totalled ninety-seven hours fifty-one minutes of observation time. The Subjects were students in the senior room of Wandering Spirit Survival School, an alternative school for native children in Toronto, and their class consisted of thirteen pupils from grades five to eight. The procedures of this study yielded descriptive data of each Subject's behavior during the various types of activities observed. From the behavioral data, an account described each S's behavior over the ten-week study period, as it occurred in various situations and with various instructors/resource persons.' Frequency of behavior and changes in behavior were noted. The behavior of Ss was also discussed in light of the cultural and academic goals of the school. The data suggested that the school was partially meeting its cultural goals and was failing to meet its academic goals in the case of the three Ss studied.<p>Wandering Spirit Survival School aimed at providing a safe, nonthreatening environment for its pupils. The atmosphere of the school and the cultural activities of the Sacred Circle, feasts, and Ojibway language instruction were found to be useful in creating a sense of pride in being Indian for the three Ss of the study. More could have been done in providing pupils with a knowledge and understanding of native heritage, native history, and contemporary native issues. Although Ojibway language was taught three times a week, the three Ss of the study had not learned to read, write, or speak any of the language during the ten weeks of this study.<p>A second goal of Wandering Spirit Survival School was to prepare pupils academically so that, if they chose, they could successfully continue their education beyond grade eight. Observations suggested that the three Ss of the study were not being academically prepared for high school according to this study. The Ss spent a great deal of class instruction time engaged in other activities: talking, drawing pictures, walking around, playing with articles at their desks, leaving the room Their behavior was the same regardless of who the instructor was. The Ss were most attentive during audio-visual presentations and during lessons involving activity on the part of pupils. However, the teaching done at the school involved, for the most part, the use of textbooks and workbooks.<p>The teacher appeared to hold higher expectations for Jim than for Donald and Agnes. These expectations were reflected in the small amount<br> [Abstract truncated. Pages iv - v missing from thesis.]

Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Division of Curriculum and Instruction. Title from title page of source document. Document formatted into pages; contains 180 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [167]-176).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (M.A.)--University of North Carolina at Wilmington, 2005. / Includes bibliographical references (leaves: [49]-51)

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.