[PDF] How To Establish An Alternative School eBook

Author : John Kellmayer
Publisher : Corwin
Page : 176 pages
File Size : 36,92 MB
Release : 1995-09-13
Category : Education
ISBN :

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More than 2,500 programs that call themselves "alternative" have been identified throughout the United States. Administrators of these programs admit that the vast majority of them are alternative in name only and serve instead to isolate, segregate, and warehouse youth who can be difficult. How to Establish an Alternative School provides a comprehensive plan for anyone interested in creating truly alternative programs and schools that can dramatically redirect the lives of at-risk youth. Kellmayer outlines the key characteristics of successful alternative programs, describes alternative models, and tells you how to set up and effectively manage an alternative program that fits your needs and the needs of your students. He also provides strategies to help you empower teachers, involve students in their own education, and evaluate alternative programs. Kellmayer also offers all the help you'll need in overcoming the pernicious Not in My Backyard (NIMBY) syndrome that has historically prevented alternative schools from locating in desirable locations such as college campuses and shopping malls. This book is sure to become the bible of program planning for at-risk youth.

Author : Franklin Schargel
Publisher : Routledge
Page : 288 pages
File Size : 16,77 MB
Release : 2013-10-31
Category :
ISBN : 1317925823

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This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.

Author : Sarojini Vittachi
Publisher : SAGE Publications Pvt. Limited
Page : 272 pages
File Size : 46,64 MB
Release : 2007-12-18
Category : Education
ISBN :

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This book brings into focus the innovative methods of learning in many Indian schools. It sheds light on schools that make the learning process fun for the teacher as well as the taught, in contrast to the whirl of examination-oriented learning in mainstream schools. The researched data on alternative schools in the country offer the reader an array of institutions all over the country, where efforts are being made to move away from traditional and mainstream learning. It includes exclusive articles by leading practitioners in the field, who offer an insight into the ground reality when a certain philosophy is applied to a school, and also experiential accounts of how such alternative practices mould the learner, teacher and impact the parent as well. The book also consists of a directory of alternative schools in India, including many schools that are tucked away in remote corners of the country. Interestingly, the common thread binding these ‘alternative schools’ is concern for the welfare of the child by teachers who see their work as much more than a job.

Author : Grant P. Wiggins
Publisher : ASCD
Page : 383 pages
File Size : 41,40 MB
Release : 2005
Category : Education
ISBN : 1416600353

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What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

Author : OECD
Publisher : OECD Publishing
Page : 260 pages
File Size : 36,62 MB
Release : 2008-11-03
Category :
ISBN : 9264047980

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This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to redesign classrooms to make them highly effective learning environments.

Author : Carole Mottaz
Publisher : Scarecrow Press
Page : 132 pages
File Size : 49,69 MB
Release : 2002
Category : Education
ISBN : 9780810841918

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What are the best ways to set up and evaluate good alternative schools? It's a difficult question, especially in a day when there are as many alternative schools as there are communities to support them. This book addresses the question from several different angles. From emphasizing the importance of open channels of communication with parents to establishing dialogues with leaders from various relevant sectors, Ms. Mottaz outlines the start-up of a successful alternative school, showing how an alternative school can command not only legitimacy, but respect, in any community.

Author : Wellner, Laurie
Publisher : IGI Global
Page : 349 pages
File Size : 15,52 MB
Release : 2021-05-21
Category : Education
ISBN : 1799868052

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Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools’ changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers’ influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.

Author : Karen Junko
Publisher :
Page : 152 pages
File Size : 27,69 MB
Release : 2005
Category :
ISBN :

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Alternative education has been around for many years. During the 1980s, alternative schools gained momentum and became firmly established in public school districts. Today alternative education is seen as a means of addressing the needs of youth for whom the traditional high school program is not being effective. In Iowa, there are ninety-eight alternative schools, serving over 10,000 students. School districts that establish alternative education programs, particularly at the high school level, have little guidance on how to develop an effective program that will meet the needs of the students and increase their academic achievement. The Iowa Association of Alternative Education (IAAE) developed a system called "The Framework for Learning Alternatives Environment in Iowa." This framework includes twelve components of a quality alternative education program; each component has a number of quality indicators that should be present in any alternative educational program in order for it to affect student achievement and success. The study was conducted at Crusade High Alternative School, which services four school districts in southeast Iowa. The research question guiding the study was the extent to which the participants in this school, teachers, students, and the director, perceive that the quality indicators are present and manifested in four specific components (philosophy, curriculum and instruction, staff, and student). Participants in the study included all three staff members and six students. All participants completed a survey. This survey included the components of philosophy, curriculum and instruction, staff, and students and the quality indicators within each component. In addition, the researcher conducted interviews with the staff and students, completed an observation in the school, and collected and reviewed appropriate documents, such as the student handbook. The results of the data collection showed some triangulation between the participants, researcher's observations, and documents collected. To meet triangulation, evidence had to be provided by all of the above components. A little less then half (46%) of the total number of indicators were considered triangulated by the data (16 out of 35). The results from this study are a beginning and further research is encouraged.

Author : The students of SWAS
Publisher : Balboa Press
Page : 147 pages
File Size : 43,51 MB
Release : 2016-07-20
Category : Education
ISBN : 1504361865

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Excerpts from The Alternative: School Within a School: Whoever thought it was a good idea to let squirrelly adolescents design their own curriculum wasnt completely nuts. Much to everyones surprise at Drake, some of us managed to get rather conventional educations at SWAS. I studied Trigonometry and Analytic Geometry [which] taught me enough Calculus to pass the AP math test. I no longer wanted to stand out in a crowd; I needed to belong to one. SWAS was exactly that a crowd of unique people. There is no doubt that the project trips provided the most important teaching/learning experiences - and not always in lessons we intended. Yet it somehow never occurred to me at the timethe teachers not only put up with it but seemed to enjoy it. The tap dancing, the hammering, the constant painting, the tree-climbing: they didnt just put up with it, it seems they encouraged and delighted in it. They believed our energy and enthusiasm were essential to our learning. Perhaps the most remarkable thing about SWAS was the ability of the program to teach at once the importance and value of community, while at the same time helping students gain the personal strength to be individuals. Before there was Restorative Justice, SWAS had the Grievance Committee; before anyone ever spoke the word Mindfulness, Paul Ehrlich and I taught yoga to the whole school; before anyone touted Project-Based Learning, we had semester-long project groups; before the emphasis on building students self-esteem, we had weekly Support Groups; and before any focus on Academies or the Small Schools Movement, we had ... SWAS.