Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [241]-252). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 273-289). Also available on the Internet.

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The study was concerned with developing strategies that can be used to implement and operate a School Within A School (SWAS) program that may contain an action-learning component. The study began with an intensive search of the literature. Later, two data collecting instruments were developed: (1)a semi-closed-end questionnaire which was mailed to 112 SWAS programs as identified in the National Directory of Public Alternative Schools (Flaxman and Holmstead, 1978); and (2) an open-ended telephone interview instrument which was administered via telephone to ten respondents working in SWAS programs across the United States. Prior to use, the two instruments were submitted to a panel of five experts for review. Data from the semi-closed-end instrument were recorded and each telephone interview was tape recorded and then transcribed. A summary of the most significant findings, using data from both the instruments follows. The majority of the SWAS programs were implemented to deal with a particular group of students in a more effective manner. A substantial number of programs were implemented to deal with attendance and drop-out problems. Teachers proved to be the most likely group of professionals to call for a SWAS program. Teachers also proved to be the major stumbling block to successful program implementation. The respondents emphasized the importance of dealing with change effectively in order to successfully implement innovations. Involvement of the school community facilitated program implementation. SWAS programs have been implemented and operated in the face of a district's declining resources. The operating expenses of a majority of the SWAS programs were equal to or below operating expenses of the regular host school. The major problem encountered in implementing and operating a SWAS program is the philosophical division the concept promotes between faculty proponents and opponents. However, it was also funding that by successfully dealing with the fears and threats posed by change, program advocates can facilitate implementation and operation. Finally, it was found that SWAS programs offering an action-learning component can easily initiate and maintain communication and coordination with community resource personnel and on-site supervisors. Based on the findings of the study, it was recommended that: (1)SWAS programs be directed at providing either curriculum options or scheduling options; (2)prior to introducing the SWAS concept, a needs survey be conducted and school community participation be encouraged and fostered in all phases of planning, operation, and evaluation; (3)once the SWAS concept has been introduced, steps be taken to reduce the stress and fear attendant to change; (4)accurate program evaluation procedures be established that are sensitive to the goals and objectives of the SWAS program; (5)a SWAS program operate with the same per-pupil expenditure ratio as the host school; (6)lines of authority and responsibility be clearly delineated in the program proposal; and (7) community resource personnel be involved in planning, operating, and evaluating any action-learning component.

The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices. / The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.

This descriptive study was conducted to determine the impact of a high school alternative post high school adjustment to life learners. The alternative learning environment on the of a group of resistant environment, Pontoon III, was a school-within-a-school located at Marion High School, Marion, Indiana. The study was conducted five years after the resistant learners entered the alternative learning environment.The data were secured by interviewing fifty-seven student participants using structured interview items to determine student judgments in response to three research questions.All fifty-seven students were enrolled in the Pontoon III Alternative Program in September, 1972. The student participants in the study were categorized into two groups: long-termers, those students spending two or more years in the alternative learning environment and short-termers, or those students spending one year or loss in the alternative school environment. The interview responses of the two student groups were compared reporting frequency and per cent of responses to structured interview items, Chi Square Analysis, and narrative comments of student participants.Both student groups (long-termer and short-termer) reported favorably on the impact of the Pontoon III Program on their lives since high school. However, the short-termer group was most influenced in the affective areas of efficacy, interpersonal relationships, and self-concept; while the long-termer group reported cognitive impact as priorities, specifically, reading, writing, and math abilities, but also describing affective impact in efficacy, self-concept, and relationships. Significant difference in favor of the long-termer group was found between the two groups (P = .001) in the nine impact areas: Reading-Writing Skills, Math Skills, Self-Concept, Efficacy, Relationships, Coping Skills, Success versus Failure, Job Satisfaction, and Impact on Pontoon III Program.There was also a difference in high school graduation for the two groups (long-termers, 90% and short-termers, 0%). Seventy-seven per cent of the long-termer group was presently employed while only 37% of the short-termer group was employed.No statistically significant difference was found in the value preferences of the two groups on fourteen value indicators as measured by a Chi Square Analysis.While numerical differences appeared between the two groups on fourteen quality of life items, only one area was statistically significant. Efficacy was significant by a Chi Square Analysis (P = .0116) in favor of the long-termer group. The description for efficacy was "to make my own way, to be independent or free to do the things in life I want to do--to be in control of my life."Conclusions based on the findings of the study answered the research questions. Participation in a high school alternative learning environment for two or more years does have favorable impact on the post high school lives of resistant learners. A brief exposure (one year or less) also impacts the post high school lives of resistant learners but the degree of impact of the learning environment is less and influences different areas of their lives than for participants with a longer tenure in the alternative program.