Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for alternative high school students. The lead researcher explicitly taught participants how to summarize expository passages. Participants were taught to generate a big idea topic of a passage, identify key words and phrases, locate or generate main ideas, and generate an oral summary. The three participants increased their performance on the researcher-developed oral summary measure and the summarization guide after receiving the reading comprehension intervention. Furthermore, participants felt they were able to learn how to summarize expository passages, perceived the intervention as effective, and that it helped their reading comprehension. Overall, results indicated that the intervention, which was explicit main idea and summarization instruction aimed to improve reading comprehension, is an effective practice for students who attend alternative high schools.

This study investigates the relationship between peer group facilitation and the changes in self-concept, interpersonal relations and school interest of secondary students in an alternative school. To carry out the study, a peer group facilitation program was incorporated into the curriculum of an alternative high school.

This study compared the attitudes of administrators, teachers and students in school settings for at-risk students. Students are considered at-risk if they are not academically successful. Teacher and student science education attitudes were analyzed by survey data and categorization of teaching practices. Additionally, data from classroom videotapes and teacher interviews was collected to support and triangulate survey data. Study participants were selected from two school settings for at-risk students 1) public alternative schools (PAS) and 2) private residential treatment centers (RTC). When the survey questions were analyzed by school type and teacher classification several differences were found between 1) teacher responses, 2) students responses and 3) the difference between student and teacher responses. However, when students were analyzed by their teachers' teaching classification no significant differences were found for any of the survey questions or question groupings.