The diploma thesis "The Class Climate" has a theoretical-empirical character. The main aim of this thesis focuses on measuring and comparing the classroom climete of standard and alternative schools.The introductory part comprises definitions of basic terms such as social group, school environment, atmosphere, climate. Furthermore, it investigates the theoretical clarification of the classroom climate and details the elements, types and actors of the climate. The thesis also closely notes the research methods of the classroom climete measuring. The author concludes the theoretical part with description of the issue of alternative schools. The practical part implementes through questionnaire survey with a participation of pupils from standard and alternative primary schools. There has been defined the aim, assumptions and selected the method of the classroom climate measuring. The conclusion summarizes the results of the questionnaire survey as well as verifies the assumptions.

The main aim of this study was to attempt to establish by the use of an environmental specific Personal Growth Programme, whether it is possible to assist students towards a more ‘holistic’ personal formation. It also aimed to investigate whether a move away from traditional education in the form of alternative or parallel programmes, would assist in bringing about an integrated individual, who is more capable of dealing with life as a whole (Krishnamurti 1953). The research was undertaken with adult students between the ages of 21 and 60, at the multi-cultural and extremely diverse residential theological College of the Transfiguration, in Grahamstown in the Eastern Cape Province. An overview of Holistic and Mainstream education was explored in this study, which included also the challenges and influences which each type of education faces. The study then went on to investigate whether it is possible to bridge the gap that exists between holistic and mainstream education using various methods of alternative education. In the qualitative study, the Personal Growth Programme Annual Review Questionnaire was used to obtain feedback from the students to assess the usefulness of the Personal Growth Programme in their journey towards wholeness. This, together with the student’s responses from the in-depth interviews were used to ascertain the study’s limitations, credibility, transferability, dependability and confirmability.

Diante de diferentes qualificações usadas na descrição do que seja um bom professor do ensino básico, a presente pesquisa se propõe a analisar a maneira pela qual determinadas professoras e coordenadoras pedagógicas são capazes de identificá-lo na sua prática profissional. Foram investigadas, na literatura especializada, as teorias pedagógicas e psicológicas que regularam as concepções de docência escolhidas pelas escolas em diferentes momentos. Tendo em vista a atual hegemonia da chamada \"pedagogia das competências\" e sua definição do \"bom professor\" como \"professor competente\", este estudo buscou compreender a forma pela qual essas ideias são consideradas no contexto investigado. O estudo tomou como ponto de partida, para tanto, as ponderações de José Pires Azanha e a leitura desse autor de obras de Israel Scheffler, Ludwig Wittgenstein e de Alain (Émile Chartier). Como base empírica, foram escolhidas profissionais de escolas privadas da cidade de São Paulo, que, pelas suas trajetórias na história recente, são consideradas como referência. Trata-se de estabelecimentos que se originaram, direta ou indiretamente, das \"escolas alternativas\" dos anos 1970, procuradas por pais que se autoconsideravam intelectuais de esquerda e contrários à ditadura militar. Foram selecionadas escolas cujos projetos pedagógicos buscam se contrapor às chamadas escolas tradicionais, seja pela ambição por mudanças na relação professor-aluno, seja pelo destaque ao papel ativo dos estudantes. Realizou-se, nessas escolas, uma pesquisa de campo de caráter qualitativo, por meio de entrevistas semiestruturadas com as coordenadoras do Ensino Fundamental I e com as professoras por elas apontadas como \"boas professoras\". Nas entrevistas, foram identificados os referenciais teóricos e as influências que, desde o movimento da Escola Nova até o chamado construtivismo, norteiam tanto o trabalho das coordenadoras pedagógicas como o das professoras. Constatou-se que as \"boas professoras\" buscam preservar seus pontos de vista, mesmo diante de condições adversas colocadas pelo mercado competitivo e da inserção dessas escolas na lógica neoliberal e empresarial, em que discursos de competência e de excelência ganham primazia. Notou-se descrições amplas, difusas e de grande labilidade na definição do que professoras e coordenadoras consideram como \"bom professor\". As professoras, todavia, mostraram-se menos preocupadas com a coerência, conscientes da complexidade de seu ofício e do caráter retórico do uso das teorias. Na comparação entre as entrevistas das coordenadoras pedagógicas e das professoras, constatou-se que, em função de exigências diferentes e das posições diversas que ocupam nas organizações escolares, evidenciam-se algumas visões conflitantes e percepções opostas. No caso das coordenadoras, esses discursos contraditórios enaltecem simultaneamente, como característica do bom professor, a autonomia e a capacidade de submissão a uma pedagogia de resultados e aos controles avaliativos, com uma demanda do professor ser tradicional e inovador ao mesmo tempo. / Upon different qualifications used in the description of what a good teacher of basic education is, this research intends to analyze the manner in which certain teachers and pedagogical coordinators are able to identify it in their professional practice. Pedagogic and psychological theories were investigated, in specialized literature, which regulated the teaching conceptions chosen by schools at different times. In view of the current hegemony of the so-called \"competence pedagogy\" and its definition of a \"good teacher\" as \"competent\" teacher, this study sought to understand the way in which these ideas are considered in the investigated context. Hence, the study took as its starting point the considerations of José Pires Azanha and the reading of this author of works from Israel Scheffler, Ludwig Wittgenstein, and Alain (Emile Chartier). As empirical basis, professionals from private schools were chosen from the city of São Paulo, who, through their trajectories in recent history, are considered as reference. These are establishments that were originated, directly or indirectly, from \"alternative schools\" of the 1970s, sought by parents who called themselves intellectuals from the left party and against the military dictatorship. Schools whose pedagogical projects seek to oppose the so-called \"traditional schools\", either by ambition for changes in the relationship between teachers and students or the highlight of the active role of students were selected. In these schools, a field research of qualitative character, by means of semi-structured interviews with coordinators of Elementary Schools I and with teachers appointed by them as good teachers was performed. In the interviews, theoretical references were identified and the influences that, from the New School movement until the so-called constructivism, guide both the work of the pedagogical coordinators as of the teachers. It was noted that the \"good teachers\" seek to preserve their points of view, even in the face of adverse conditions placed by the competitive market and the insertion of these schools in the neoliberal and business logic, in which competence and excellence speeches gain primacy. Descriptions that were broad, diffuse and with great liability were noticed in the definition of teachers and coordinators considered as \"good teacher\". However, teachers were less concerned with the coherence, awareness of the complexity of their craft, and the rhetorical character of the use of theories. On the comparison between the interviews of the pedagogical coordinators and teachers, it was noted that, due to different requirements and several positions they occupy in school organizations, some conflicting views and opposing perceptions were evidenced. In the case of coordinators, these contradictory speeches praise simultaneously, as the characteristic of a good teacher, the autonomy and the ability of submission to a pedagogy towards results and the evaluative control with a demand of the professor to be traditional and innovative at the same time.

The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was 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 research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.

This study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable (delay of gratification), alternate predictor variables (substance abuse & violent behavior) and the ultimate outcome variable (academic achievement) of this study. Initial statistical inquiry involved descriptive statistics (mean, standard deviation, kurtosis and skew) of the aforementioned variables, partial correlations (variable interrelationships), and the formulation of a multiple regression path analysis to investigate the particular paths individually within the proposed theoretical model (Wagner, 1993).

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.