Suchergebnisse

Spartans Alternative School is an education project based within the Spartans Community Football Academy. Operating in an area of multiple deprivation in North Edinburgh, the school offers part time alternative education provision for 14–16 year olds at risk of exclusion and/or under achieving. This paper explores how the alternative school has met the complex needs of young people who have suffered or are suffering from adverse childhood experiences. The ethos of Spartans, and the Alternative School, is to support young people in a holistic way to achieve the very best version of themselves. The students are supported by a team of staff who have chosen to focus their training on being youth work led, trauma informed and attachment aware rather than focused on the narrow and inappropriate parameters associated with aspects of ACEs-informed practice.

In this study we investigated determinants of the graduation rate of public alternative schools by analyzing the most recent, nationally representative data from Schools and Staffing Survey 2007-2008. Based on the literature, we built a series of three regression models via successive block entry, predicting the graduate rate first by (a) student demographics, then by (a) student demographics and (b) staffing characteristics, and finally by (a) student demographics, (b) staffing characteristics, and (c) school processes, with a purpose to compare the models to study the effects of those variables more amenable to policies (i.e., staffing characteristics and school processes). Among others, we found (a) that staffing characteristics and school processes are important blocks of variables to predict the graduation rate, (b) that summer programs and Hispanic teacher ratio are positively associated with the graduation rate, with having same teachers for 2 years or more being a marginally positive predictor, and (c) that having the traditional grade structure and providing day care are negatively correlated with the graduation rate. Implications of our findings for policy and future research are discussed.

As school districts across the US attempt to reduce their reliance on exclusionary punishment—and declining suspension and expulsion rates are heralded as signs of success—understanding the complexities of education and carcerality remains an urgent matter. Through a critical content analysis of a number of sources, including existing historical and ethnographic research, code of conduct handbooks, school websites, news articles, and data reports, this dissertation foregrounds an institution that is framed as an "alternative" to exclusionary punishment, yet is motivated by the same carceral logics that have long-haunted the school's practice of managing students. Chapter I introduces relevant literature on disciplinary alternative education, fleshes out major theoretical concepts, and locates the critique of the disciplinary alternative school within the broader projects of reform and carceral state expansion. Chapter II traces the history of the alternative school, situating it as a legacy of the state's disparate treatment of "problematic" youth during the Progressive era of the late 1800's and early 1900's. This chapter concludes that the alternative school has firm roots in the racialized notions of pathology and rehabilitation that motivated the child-saving and progressive alternative education movements. Chapter III demonstrates how the alternative school carries on the state's tradition of pathologizing predominantly poor families of color but through distinctly neoliberal channels, as Progressive era assumptions take new forms under the influence of responsibilization and a "new paternalism." Chapter IV undertakes a specific case study of Texas Disciplinary Alternative Education programs, illustrating how these schools prepare their students for futures of continued social and economic marginality within a neoliberal carceral state. Chapter V discusses how we can dismantle the carceral state and its adaptations, like the disciplinary alternative school, through the utopian imagination and abolition democracy. In its entirety, the dissertation uses the disciplinary alternative school as a heuristic model for recognizing and understanding the carceral state's ability to evolve and thrive through progressive reform efforts. Foregrounding the experiences of exclusion, surveillance, and structural disadvantage that are often obscured by reformist language is necessary if we wish to raze a carceral state that continues to persist in important ways.

The traditional school system has not met the needs of students for
many years. Parents, in order to allow their children to move away from
the rigid class-subject-hour system, established schools. The founders
of alternative schools can be citizens, parents and teachers, religious
communities as well as other legal entities. These are the so-called free
schools, civic educational initiatives, reform pedagogical attempts, educational boarding schools, etc. The aim of this paper is to present the
pedagogical concepts and ideas of schools in the Republic of Croatia
whose founders are parents. The paper presents the basic pedagogical
principles and aspects of teaching Waldorf and Montessori pedagogy
based on educational pluralism, a brief overview of partnership between
parents and schools in Croatia and the educational model of primary
Catholic schools "Ružičnjak" and "Lotrščak". The observed schools are
located in Zagreb and have only one goal - to adapt the school to the
child. An effort is made to provide each student with an individual approach. The starting points are the child's needs and interests. These are
the schools where students have freedom of choice. The goal of ing and education is the holistic development of the child. The emphasis is on active learning methods and abandoning didactic scenarios in which the child is only a passive observer.
Keywords: alternative schools; catholic schools; educational pluralism;
partnership; parents

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using the theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel's knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students. ; Jean-Pierre, J. & Parris, S. (2018). Alternative school discipline principles and interventions: an overview of the literature McGill Journal of Education / Revue des sciences de l'éducation de McGill, 53 (3). https://doi.org/10.7202/1058410ar

Disciplinary alternative schools have a reputation as gateways to the juvenile and criminal justice systems. The authors conducted an evaluation of an intervention (Strategies for Success) designed to divert seventh-, eighth-, and ninth-grade alternative school students from this gateway. They used propensity score matching and a multivariate random effects model to estimate program impacts and found that the program not only increased attendance rates, at least in the short term, but also increased the likelihood of reassignment to alternative schools. The discussion focuses on possible reasons and solutions for high rates of return to alternative school and for the erosion of program effects.

This investigation uncovered the conditions of learning, both positive and negative, that students in an alternative school experienced both in and out of the classroom setting. Eleven students at an alternative high school in a large suburban school district in the Pacific Northwest were interviewed using methods of narrative inquiry and iterative data collection, grounded in social cognitive theory and student voice literature. Four chief findings are discussed: (a) Learning experiences are improved when explicitly connected to the real world; (b) Positive emotions and relationships support successful learning, whereas negative ones hinder learning; (c) A certain level of student autonomy during learning seems to be tied to achieving goals; and (d) Social learning is consequential for students. The social as defined in this study is composed of two things: (a) how social influences from outside of school can have an effect on how students approach schooling and (b) the implications of understanding and taking part in relationships.

This article examines the transformation over time of alternative secondary school programs in Vancou- ver, British Columbia (BC). It approaches school choice from a historical standpoint, to make the point that today's choice policies are neither entirely recent nor entirely neoliberal in origin. Instead, they are built on past precedent and policy flowing from the right and left of the spectrum. The article traces the alternative schools that first emerged in the 1960s, and the Vancouver school board's subsequent absorption of them to offer new, alternative programs beyond its regular secondary school curriculum. Vancouver's alternative secondary programs were soon organized into two distinctive types: (1) remedial rehabilitative alternatives, and (2) selective district specified alternatives. New policy, institutional changes, and philosophical changes in the education sector allowed both types of alternatives to exist, but over time encouraged district specified alternatives to thrive. The provincial School Amendment Act of 2002 represented a watershed for choice as we know it today. It opened attendance boundaries across BC and gave districts the tools to generate their own revenues. Freezing the per-pupil funding it provided to districts at the same time, the provincial government induced districts to compete with one another to recruit students domestically and internationally in order to secure revenue. District specified programs in Vancouver became a key to the district's competitive ability. By elucidating some of this history of different alternative and choice programs, at the secondary level in Vancouver, this article adds considerable perspective to the current theoretical discussion about how neoliberal philosophy is changing choice in Canadian schools.

The article analyses the schools of communication that are alternative with respect to the classification presented both by Fiske and Craig with Muller. The article not only describes alternative schools and traditions, but also raises philosophical questions about metacommunication: what the philosophical bases of one or another classification are; why different schools ignore each other; from what perspective we can talk about different schools. Feminist, postmodern, pragmatic, biological, narration communication, mass communication, non-Western, educational, political, visual communication, creative communication, urban communication, poetic and other schools (traditions) are analysed. The philosophical aspects of alternative schools are also discussed.

The article analyses the schools of communication that are alternative with respect to the classification presented both by Fiske and Craig with Muller. The article not only describes alternative schools and traditions, but also raises philosophical questions about metacommunication: what the philosophical bases of one or another classification are; why different schools ignore each other; from what perspective we can talk about different schools. Feminist, postmodern, pragmatic, biological, narration communication, mass communication, non-Western, educational, political, visual communication, creative communication, urban communication, poetic and other schools (traditions) are analysed. The philosophical aspects of alternative schools are also discussed.