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Alternative education completers: A ...

Murray, Becky L.

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Alternative education completers: A phenomenological study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Alternative education completers: A phenomenological study./
Author:	Murray, Becky L.
Description:	229 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559276
ISBN:	9781303042799

Alternative education completers: A phenomenological study.
Murray, Becky L.

Alternative education completers: A phenomenological study. - 229 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--University of Arkansas, 2013.

Billy is a bright, wide-eyed little boy with bounding enthusiasm and wonder as he enters the doors of school on his first day of kindergarten. When the school doors open in Billy's sixth grade year the wide eyes and bounding enthusiasm have diminished only to leave behind dread and dismay at the thought of confronting yet another abysmal nine months of failure. How can we, as educators, better serve the needs of at-risk students like Billy? Shouldn't we ask them? What elements of the alternative education experience were significant to successful completion of the alternative education program? The phenomenological paradigm will provide the framework for all aspects of the qualitative study with the progressive education theory imparting the theoretical foundation.

ISBN: 9781303042799Subjects--Topical Terms:

539262
Education, Secondary.

Alternative education completers: A phenomenological study.
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020 $a 9781303042799
035 $a (MiAaPQ)AAI3559276
035 $a AAI3559276
040 $a MiAaPQ $c MiAaPQ
100 1 $a Murray, Becky L. $3 2097756
245 1 0 $a Alternative education completers: A phenomenological study.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Carleton Holt.
502 $a Thesis (Ed.D.)--University of Arkansas, 2013.
520 $a Billy is a bright, wide-eyed little boy with bounding enthusiasm and wonder as he enters the doors of school on his first day of kindergarten. When the school doors open in Billy's sixth grade year the wide eyes and bounding enthusiasm have diminished only to leave behind dread and dismay at the thought of confronting yet another abysmal nine months of failure. How can we, as educators, better serve the needs of at-risk students like Billy? Shouldn't we ask them? What elements of the alternative education experience were significant to successful completion of the alternative education program? The phenomenological paradigm will provide the framework for all aspects of the qualitative study with the progressive education theory imparting the theoretical foundation.
520 $a Students, students' parents, administrators, and staff members of two alternative programs in the southeast Kansas area were the pool used to draw the participants. Criterion involved in selecting the student participants were those who were or had been enrolled in the middle level or high school alternative education program in two southeast Kansas districts, currently 18 years old or older, and who had successfully completed one or both programs.
520 $a Qualitative methods used to accomplish the research design for the elements of the alternative education experience significant to successful completion of the program were: (a) formal, semi-standardized, open-ended interviews with 12 current or former alternative education students, eight parents of program completers, and 10 alternative education staff members; (b) evaluation of student journals from the middle school alternative school; and (c) obtrusive and unobtrusive classroom observations.
520 $a In answering the research question, three major themes were consistently repeated from each participant group as significant to the successful completion of the alternative education program: (1) a caring and committed staff; (2) instilling hope and confidence in the student and his or her abilities; and (3) staff members' relentless pursuit of continued achievements for all students.
520 $a Administrators concerned with meeting the needs of at-risk students may benefit from the findings of this study. The study lends value to guiding principles for the effective design of alternative education programs, implementation of effective educational strategies, and guidelines for alternative education hiring practices.
590 $a School code: 0011.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Middle School. $3 1030813
690 $a 0533
690 $a 0449
690 $a 0458
690 $a 0450
710 2 $a University of Arkansas. $b Educational Leadership. $3 2097757
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 0011
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559276