This study identifies effective practices in the design of alternative education programs; and more specifically, programs that support the positive social engagement and healthy development of adolescents who have left the public education system and are labeled as marginalized or street involved. Effective practices were identified theoretically through a critic of current educational practices within the North-American public system and through the application of an integral systems theory framework of human development that identifies patterns of relationships between seemingly divergent perspectives in order to achieve the broadest breath of understanding through the inclusion of the truths held within each. A case study of a program that applied these practices within a community agricultural context was then analyzed to test their relevancy in the field. Through an analysis applying qualitative descriptive methodologies the following practices were identified as being effective in supporting positive engagement: 1) an experiential curriculum geared towards developing employable skills, 2) program activities that directly contributed to the local community, 3) the provision of a wage for program participants 4) adults facilitating the program trained in providing supportive caring relationships, 5) program peer groups being composed of youth and young adults of mixed ages and socio-economic backgrounds with marginalized youth being a minority, 6) a social co-operative organizational structure to administer the program. Limitations of the study were the small number of youth sampled as a result of the nature of the structure of the program in the case study. / Graduate

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

This thesis develops a critical realist explanatory critique of alternative schooling programs for youth at risk taking place at three case study sites. Throughout the thesis the author pursues the question, \Are alternative provisions of schooling working academically and socially for youth at risk?. The academic lens targets literacy learning and associated pedagogies. Social outcomes are posited as positive social behaviours and continued engagement in learning. A four phased analysis, drawing on critical realism, interpretive and subject specific theories is used to elicit explanations for the research question. An overall framework is a critical realist methodology as set out by Danermark, Ekstrom, Jakobsen and Karlsson (2002, p. 129). Consequently phase one describes the phenomena of alternative schooling programs taking place at three case study sites. This is reported first as staff narratives that are resolved into imaginable historical causal components of \generative events., \prior schooling structures., \models of alternative schooling., \purpose., \individual agency., and \relations with linked community organisations.. Then transcendental questions are posed about each component using retroduction to uncover structures, underlying mechanisms and powers, and individual agency. In the second phase the researcher uses modified grounded theory methodology to theoretically redescribe causal categories related to a \needed different teaching and administrative approach. that emerged from the previous critique. A transcendental question is then applied to this redescription. The research phenomena are again theoretically redescribed in the third phase, this time using three theoretically based constructs associated with literacy and literacy pedagogies; the NRS, the 4 Resources Model, and Productive Pedagogies. This redescription is again questioned in terms of its core or \necessary. components. The fourth phase makes an explanatory critique by comparing and critiquing all previous explanations, recontextualising them in a wider macro reality of alternative schooling. Through this critical realist explanatory critiquing process, a response emerges not only to whether alternative provisions of schooling are working, but also how they are working, and how they are not working, with realistically based implications for future improvement.

Research Doctorate - Doctor of Philosophy (PhD) / In 1959 the popular Revolution of national liberation and independence triumphed in Cuba, extended a few years later into a Marxist-Leninist strategy for building socialism and communism on the island. In this radical social and political context, conditions were ripe for a radical alternative approach to secondary school education. This research confirms and extends existing evidence and analyses, showing that the model of secondary schooling established in revolutionary Cuba shared fundamental aspects of dominant models throughout the world. In particular, Cuba’s revolutionary schools are shown to have adopted a similar approach to mass education, as an investment in human capital and citizen formation. In the analysis of this historical phenomenon, a world-systems geocultural approach is used to describe and explain the non-exceptional form and character of Cuba’s secondary schools. The approach synthesises world-system level economic and cultural aspects, within the concept of a world-systems ‘geoculture’ of development, describing how these interrelated influences historically conditioned secondary school education policy and practice in Cuba. This process is traced through the impact of the world-economy, and related world-systems geocultural assumptions and objectives, over the political economy of Cuba’s socialist project, with direct implications for secondary school education. The world-system level conditioning influence on school policy and practice is shown to have been mediated by the particular national conditions, such that features specific to Cuba’s secondary schools are identified within the broad framework and constraints of the world-system level influence. The world-systems geocultural approach provides a viable, historical account of secondary school policy and practice in revolutionary Cuba. General continuity is identified, in accordance with the broad, world-system level influence. The historical analysis demonstrates the need for a world-system level approach, and supports the need to include world economic and cultural factors, under the geocultural framework.

The diploma thesis is divided into the theoretical and research part. In the theoretical part, we explain the concepts of pre-school age and its development. We are dealing with the division of pre-school institutions into state, non-state and private. We describe the possibilities of alternative education. Definition of legislative documentation of pre-school education. The research section focuses on non-state and private preschool institutions. What these devices differ from state kindergarten and what they offer in pre-school education.

No description available.

The research examines the perspectives of male Hispanic students as to why they were not academically achieving in a selected continuation high school. The study used a qualitative research design by interviewing seven male Hispanic students for the study. The researcher was able to gather enough data from the students to develop an understanding as to why the students were not academically achieving in the selected continuation high school. The study examined some important ingredients that could help students succeed in continuation high school. It highlights the importance of good teaching strategies and caring teachers who have the temperament, ability, and sensitivity to work with students who are at risk of failing. It also highlights the need for school administrators to create a positive school culture based on trust and respect.

No description available.

The purpose of this study was to explore the extent to which alternative schools add value to the college readiness of their students, as well as to measure the capacity of alternative school students to successfully complete dual credit courses while enrolled at the alternative school. This mixed methods study utilized an exploratory approach with a descriptive research design to explore the extent to which alternative schools produce college-ready students. The Texas Success Initiative Assessment was used to measure participants' academic readiness levels in mathematics, reading, and writing. Additionally, participants had the opportunity to provide their own perspectives on their college readiness levels through a student survey and semi-structured face-to-face interview. The results of this study reveal that the college readiness levels of alternative high school students varied across academic areas. Of the tested participants, 41.1% were college ready in reading, 52.1% in writing, and 16.7% in mathematics. Additionally, the findings reveal that dual credit course participation was not a viable option because of course prerequisites and the amount of time needed to complete dual credit courses. Results of this study expand on the literature to provide a better understanding of the effectiveness of alternative school programs, the college readiness levels of alternative high school students, and the capacity of alternative high school students to successfully complete college coursework while in high school.