An abundance of research exists on youth at risk of school failure; however, in-depth qualitative studies that examine the perspectives of youth in Canadian schools are limited (Thiessen & Cook-Sather, 2007). In the spring of 2014, 12 youth from alternative schools and special programs, in one Saskatchewan urban setting, were interviewed. Rich qualitative data was gleaned from interviews to understand: What factors are most relevant to the success or failure in school for youth at risk? The term, at risk was defined for the purpose of this study based on attendance in an alternative school or special program verses a mainstream school. Alternative schools and special programs are designed to support youth struggling with a variety of issues that can stand in the way of school completion. These schools and programs support youth with a variety of concerns, including, but not limited to: truancy, behaviour, mental health, addictions, and other risk enhancing factors that exist in student’s personal lives (Cuddapah, Masci, Smallwood, & Holland, 2008; McCann & Austin, 1988). The participants in this study reflected on their needs, shared their school experiences, and made suggestions. Through an analysis of the interviews eight factors emerged as being relevant to success or failure in school: teachers, the work, relationships to staff in schools, supports in the school, school and classroom environment, peers, mental health and addictions, and transitions. Based on the eight factors, suggestions are made for schools to support the needs of those most at risk of school failure.

Abstract The purpose of this study was to examine how parents of African descent understand the African-centered school concept as an alternative education to the mainstream public school in Toronto. While we cannot ignore the success stories of some Black students in the school system, the reality remains that the academic performance of some shows a downward trend. Hence, concerned educators and members of the African-Canadian community suggest the need for the establishment of a Black focused or African-centered school as an alternative to the mainstream public school. This will allow students to learn more effectively because they are culturally grounded and will be able to link issues of individual or group identities with what goes on at school. This qualitative research relied principally on in-depth interviews with twenty African-Canadian parents who have children in the mainstream public schools in Toronto. It assumes that parents are important stakeholders in their children’s education so their views on problems and the need for an alternative form of schooling have significant implications for the academic performance of Black youth. The data from my study and available literature make it evident that despite the introduction of African heritage and multicultural programs and anti-racist education, profound problems still exist for Black youth in the mainstream public schools. The findings indicate that out of twenty, a majority of seventeen African-Canadian parents support the establishment of African-centered schools as an alternative to the mainstream public school. All participants interviewed agree that discrimination, prejudice and stereotyping in mainstream public schools are major problems for their children. The parents’ narratives show that the establishment of an African-centered school as an alternative to the mainstream public school is a way to combat the discrimination and prejudice Black youth encounter at school. The parents believe Black focused schools should be a major preoccupation of educational personnel, school boards and policy makers. Finally the implications of establishing an African-centered school to address the needs of Black youth and directions for future research are discussed.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 105-110). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 105-110). Also available on the Internet.

Esta pesquisa tem como objetivos investigar as diferenças entre escolas alternativas e tradicionais em São Paulo e discutir as consequências da adoção de diferentes métodos como uma forma de alternativa em uma sociedade cuja democracia não é plenamente verdadeira. Parte-se das hipóteses de que escolas alternativas propõem métodos pedagógicos que supõem formar sujeitos democráticos e que facilitem o aprendizado, em uma tentativa de se contrapor às escolas tradicionais. No entanto, entende-se que, na sociedade industrial, considerando-se a ideologia vigente, as escolas alternativas e tradicionais, como produtos e produtoras da sociedade, tendem a ser similares; e que ao se apresentarem como alternativa democrática, algumas escolas encobrem as contradições de uma sociedade que é desigual em sua base. Obras de alguns autores da teoria crítica da sociedade contribuíram para compreender a influência da sociedade industrial, a importância das figuras de autoridade, e os conceitos de ideologia, indústria cultural, formação e pseudoformação. Cinco critérios foram delimitados, conforme literatura da área, para definir escola alternativa: conteúdo priorizado; método pedagógico; diversas formas de avaliação; a interação entre os sujeitos escolares e grau de participação dos estudantes. Quatro escolas foram selecionadas para investigação: duas públicas (uma alternativa e uma tradicional) e duas privadas (uma alternativa e uma tradicional). Para selecionar as escolas, foi elaborada uma escala com 20 alternativas a partir dos critérios mencionados; também foi utilizada como roteiro para as observações em sala de aula, realizadas de quatro a oito aulas em cada escola. Realizou-se também uma entrevista com a coordenadora pedagógica de cada escola, seguindo um questionário semiestruturado. Destacam-se propostas de escolas alternativas se centrarem nos alunos e as tradicionais nos professores, o que influencia nas características mencionadas anteriormente, além da relação com professor como figura de autoridade. As escolas consideradas alternativas, por vezes, aderem às pressões sociais, tais como a preparação para vestibular, as formas de avaliação, visando o mercado de trabalho, bem como as escolas ditas tradicionais aderem a propostas das alternativas, tais como práticas em grupo, alunos como ativos na educação, entre outros. Considera-se que não há escola puramente tradicional, bem como não há escola puramente alternativa, corroborando a hipótese de que nesta sociedade a tendência é de homogeneização. Uma diferença significativa foi entre as escolas públicas e privadas, pois enquanto as primeiras estavam preocupadas com a violência em que seus alunos estão envolvidos, as escolas particulares refletem sobre questões centrais para a formação dos professores e alunos, permitindo concluir que a maior distinção entre as escolas não é seu método pedagógico, mas de classe social. Haver uma suposta alternativa reforça também o pensamento de que depende unicamente de o indivíduo ou a instituição fazer uma escolha para que a sociedade se modifique, o que também expõe a ideologia de mercado: há um produto a ser escolhido e um mercado a ser atendido. As escolas, sejam elas tradicionais ou alternativas, podem ser espaços que perpetuam as contradições sem críticas, mas podem ser um espaço de resistência em que é possível criticar a sociedade e repensá-la / This research aims to investigate the differences between alternative and traditional schools in Sao Paulo and to discuss the consequences of adopting different methods as an \"alternative\" in a society whose democracy is not fully true. Considering hypotheses that alternative schools propose pedagogical methods that are supposed to form democratic subjects and facilitate the learning, in attempt to oppose to the traditional schools. However, it is understood that, in the industrial society, considering the current ideology, alternative and traditional schools, as products and producers of society, tend to be similar; and that, by presenting themselves as a democratic \"alternative,\" some schools hide the contradictions of a society that is unequal at its base. The works of some authors of the critical theory of the society have contributed to the understanding of industrial societys influence, the importance of authority figures, and the concepts of ideology, cultural industry, formation and pseudo-formation. Five criteria were set forth to define \'alternative school\', according to the literature: prioritized content; pedagogical method; several forms of evaluation; the interaction between school subjects and the student participations rate. Four schools were selected for the research: two public schools (one alternative and one traditional) and two private schools (one alternative and one traditional). In order to select the schools, a scale was elaborated with 20 alternatives based on the mentioned criteria; and it was also used as a guide for classroom observations, which from four to eight classes were observed in each school. There was also an interview with the pedagogical coordinator of each school, following a semi-structured questionnaire. The proposals of alternative schools that focus on the students and the traditional ones on the teachers were highlighted, which influences in the characteristics formerly mentioned, in addition to the relation with teacher as a figure authority figure. The considered alternative schools sometimes adhere to social pressures, such as: preparation for college entrance examination, the forms of evaluation, targeting the labor market; as well as the mentioned traditional schools adhere to alternatives proposals such as: group practices, students as assets in education, among others. It is considered that there is no purely traditional school, nor is there a purely alternative school, corroborating to the hypothesis that, in this society, there is a tendency for homogenization. There was a significant difference between public and private schools, because, in the public school, the workers were concerned about the violence in which their students are involved, and, in the private schools, the workers were questioning central issues to form teachers and students, leading to the conclusion that the greatest distinction between schools is not their pedagogical method, but their social status. Considering a supposed alternative also reinforces the idea that it is solely up to the individual or the institution to make a choice for the societys transition, which also exposes the market ideology: there is a product to be chosen and a market to be served. Schools, whether traditional or alternative, can be spaces in which contradictions without criticism perpetuate, but they can also be a space of resistance in which it is possible to criticize society and rethink it

Thesis aims to find out whether or not it is possible to implement Montessori principles of education into economical subjects on High schools. Parst of the Thesis are also preparations for teaching of economical subjects with Montessori principals. At the end reader can find out more information about methods, forms, content, didactic aids and didactic technique which can be used to implement Montessori principles appropriately. Author used several different experimental methods like experimental teaching, self-reflection of the practitioner, questionnaire survey in the class where experimental teaching took place and didactic test for pupils who participated in experimental teaching. As a result, implementation of Montessori principles is possible and has advantages (better atmosphere in class, better way to achieve educational goals) and disadvantages (problems with fixation).

Research suggests that there still exists a disproportionate number of Black males who have contact with juvenile justice systems across this nation (Nance, 2016). The disproportionate placement of students of color, specifically, Black American males in alternative schools, serves as the gateway to the school-to-prison-pipeline (Pelzer, 2012). This study examined the lived educational experiences of two Black American juvenile males, who enrolled in an alternative school in the Southeast. This study incorporated phenomenological and narrative methods and provides rich, descriptive analyses of the participants’ experiences while attending an alternative school. Findings from this study revealed instability among the participants’ home life and education, encounters with law enforcement and an early age, varying experiences attending an alternative school, and feelings of uncertain hope displayed by the participants regarding their future lives.

Students with emotional behavioral disorders (EBD) who have been removed from their regular schools into alternative educational settings (AES) have academic deficits that affect their success in school (Lehr, Tan, & Ysseldyke, 2009); however, few researchers have investigated what strategies work best for this population, especially in the area of math (Schwab, Johnson, Ansley, Houchins, & Varjas, 2016). Two important areas that students with EBD must master to graduate high school are fractions and algebra (Templeton, Neel, & Blood, 2008). Since the research on math interventions for students with EBD in these areas is limited, researchers have suggested examining the math literature for students with learning disabilities (LD) to find potential intervention components. The purpose of the first study was to synthesize the randomized control trials and quasi-experimental intervention research on instructional approaches that enhance the math achievement of students in grades 6-12 with LD. This study used meta-analytic techniques to synthesize the math literature for secondary students with LD. Findings indicated that strategy instruction had a higher effect size (Hedges g= .72) than alternate delivery systems (Hedges g= .23), and the number of Common Core State Standard math practices was a moderator for the effect size of math interventions. Since strategy instruction had a higher effect size, the purpose of the second study was to test the effects of a graphic organizer on the math performance for middle school students with EBD in an AES. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects of the graphic organizer on the math skills of the students. A repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Fidelity data indicated that two teachers had low adherence, quality of instruction scores and had low percentages of student engagement. Social validity results indicated that teacher and students found the intervention to be an acceptable intervention.

<p><a>This dissertation explored South Korea’s efforts in implementing multicultural education through examining how various stakeholders interpreted and applied multicultural education in relation to creating alternative schools for international marriage migrant women </a>and children of multicultural families. In this research, I discussed multicultural education in South Korea through the lens of US multicultural education theories applied to the South Korean context. I employed the methodology of narrative inquiry to examine (1) two models of alternative multicultural schools for diverse learners, (2) four Korean educators’ perspectives on multicultural education and diverse learners (two of educators were additional participants whose insights were included), and (3) the learning experiences of two marriage migrant women who are mothers.</p> <p><br></p><p>I applied narrative inquiry by creating narrative as stories <a>(Polkinghorne, 1995). </a>I interviewed six participants over two and half months. The data was transcribed, translated and read iteratively in order to recount rich stories <a>(Clandinin & Connelly, 2000). </a>I created profiles of four participants and narratives of their varied experiences to understand the experience of Korean teachers and international marriage migrant women. Other forms of data included field-notes, document collection (e.g., the alternative school’s curriculum, a Korean government proposal for funding alternative schools, flyers/brochures of two alternative schools), physical artifacts (e.g., photos of events and activities and the text messages of interactions with students and teachers via Korean messenger applications), research journal reflections, and observations of schools and classrooms.</p> <p><br></p><p>From my analysis, I identified challenges in the implementation of multicultural education in South Korea. First, the current state of the Korean education system is in the process of integrating ideas of multicultural education in its implementation. This ongoing process has culminated in various challenges, frustrations, opportunities, and hopes<i>.</i> Some of the challenges and frustrations for Korean teachers were insufficient teaching resources and the lack of awareness of multicultural education in both alternative and public schools. I also found that marriage migrant women utilized educational opportunities gained through alternative schooling to navigate and reposition themselves to fulfill what they deem as their role as women in Korean society. This research provides insights into multicultural education building a deeper understanding of educational approaches to alternative education for diverse populations in South Korea and around the globe.<br></p><div><div> </div> </div>