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Case study: The workings of an alte...

Mannelli, Sandra Carol.

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Case study: The workings of an alternative education program for at-risk Hispanic students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Case study: The workings of an alternative education program for at-risk Hispanic students./
Author:	Mannelli, Sandra Carol.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0458.
Contained By:	Dissertation Abstracts International65-02A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122354
ISBN:	049669704X

Case study: The workings of an alternative education program for at-risk Hispanic students.
Mannelli, Sandra Carol.

Case study: The workings of an alternative education program for at-risk Hispanic students. - 184 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0458.

Thesis (Ed.D.)--University of Houston, 2004.

As the number of ethnic minority students entering the public school system grows in the 2000's, there is an increasing need for auxiliary educational programs aimed at helping students who are having difficulties adjusting to their new culture. Many of these students lack any kind of formal education, have language difficulties, financial problems, and/or lack a stable family support system. The size of classes has also grown making classroom management more of a problem as well as decreasing the amount of personal attention each student can obtain from the teacher. This can be devastating for immigrant students with multiple difficulties in the classroom setting. These students may exhibit disruptive behavior, withdraw from interactions with the teacher and other students, fail course work, or become truant from school. An experimental educational program for at-risk Hispanic students was set up in a middle school in a Houston suburb near a large industrial complex. The population consists of approximately seventy-five percent Hispanic students. Black students make up approximately ten percent and white students make up the remaining fifteen percent of he school population. The majority of the Hispanic and Black students' parents work as laborers in factories while the majority of the white students' parents work as foreman or managers in the same factories. Hispanic and Black students come from a relatively low socioeconomic class and white students come from a middle-class background. The program consists mainly of removing problem students from the classroom and holding classes in a building adjacent to the school building. The students receive an accelerated curriculum rather remediation and attend frequent field trips and camping trips. They receive training in life skills and attend process classes similar to group therapy. Studies of similar programs generally focus on curriculum and program evaluation. Few studies have been performed revealing the daily routines, typical students, messages routinely sent overtly and covertly, feelings and beliefs, and observable behavior changes of these programs. To answer these questions, an ethnographic study was conducted to reveal the inner workings of the program using passive observations and audio-taping of loosely structured interviews using open-ended questions about the participants experiences in the program. Transcripts of the interviews and observations were analyzed by reconstructive analysis utilizing the methods of Carspecken and Habarmas and referred to as the "three ontological categories" for identifying truth claims. The data was compiled and reduced into five prominent domains which were: psychological and social culture, student-teacher negotiations, roles played by participants, messages routinely sent, and behavior changes of the students. Findings indicate that while some Hispanic students were successful in the program, the need for further research to develop and to successfully implement future programs aimed at Hispanic populations is warranted.

ISBN: 049669704XSubjects--Topical Terms:

539262
Education, Secondary.

Case study: The workings of an alternative education program for at-risk Hispanic students.
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520 $a As the number of ethnic minority students entering the public school system grows in the 2000's, there is an increasing need for auxiliary educational programs aimed at helping students who are having difficulties adjusting to their new culture. Many of these students lack any kind of formal education, have language difficulties, financial problems, and/or lack a stable family support system. The size of classes has also grown making classroom management more of a problem as well as decreasing the amount of personal attention each student can obtain from the teacher. This can be devastating for immigrant students with multiple difficulties in the classroom setting. These students may exhibit disruptive behavior, withdraw from interactions with the teacher and other students, fail course work, or become truant from school. An experimental educational program for at-risk Hispanic students was set up in a middle school in a Houston suburb near a large industrial complex. The population consists of approximately seventy-five percent Hispanic students. Black students make up approximately ten percent and white students make up the remaining fifteen percent of he school population. The majority of the Hispanic and Black students' parents work as laborers in factories while the majority of the white students' parents work as foreman or managers in the same factories. Hispanic and Black students come from a relatively low socioeconomic class and white students come from a middle-class background. The program consists mainly of removing problem students from the classroom and holding classes in a building adjacent to the school building. The students receive an accelerated curriculum rather remediation and attend frequent field trips and camping trips. They receive training in life skills and attend process classes similar to group therapy. Studies of similar programs generally focus on curriculum and program evaluation. Few studies have been performed revealing the daily routines, typical students, messages routinely sent overtly and covertly, feelings and beliefs, and observable behavior changes of these programs. To answer these questions, an ethnographic study was conducted to reveal the inner workings of the program using passive observations and audio-taping of loosely structured interviews using open-ended questions about the participants experiences in the program. Transcripts of the interviews and observations were analyzed by reconstructive analysis utilizing the methods of Carspecken and Habarmas and referred to as the "three ontological categories" for identifying truth claims. The data was compiled and reduced into five prominent domains which were: psychological and social culture, student-teacher negotiations, roles played by participants, messages routinely sent, and behavior changes of the students. Findings indicate that while some Hispanic students were successful in the program, the need for further research to develop and to successfully implement future programs aimed at Hispanic populations is warranted.
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