Alternative Schools: Research Implications For Principals

Richardson, Michael; Griffin, Barbara L.

doi:10.1177/019263659407856614

Cited by 8 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This research contributes a thematic analysis of available literature that describes the essential features of alternative education environments. The three features of the literature on alternative schooling include an emphasis on relationships (Lohmann, 2009; McGregor & Mills, 2012; McKeown, 2011; Mills & McGregor, 2010; Morgan, Brown, Heck, Pendergast, & Kanasa, 2013; Wilson et al, 2011), a feeling of community and belonging to the school community (Lohmann, 2009; McKeown, 2011; Mills & McGregor, 2010; Wilson et al, 2011), and student voice and inclusion in decision-making (McGregor & Mills, 2012; Mills & McGregor, 2010; Richardson & Griffin, 1994; Wilson et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Shay

Heck

2015

AJIE

View full text Add to dashboard Cite

This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic data focusing on Indigenous participation in this sample of flexi schools. The results revealed that a high number of Indigenous young people are participating in flexi schools within this sample. Furthermore, a high number of Indigenous staff members are working in multiple roles within these schools. The implications of these findings are twofold. First, the current Indigenous education policy environment is focused heavily on 'Closing the Gap', emphasising the urgent need for significant improvement of educational outcomes for Indigenous young people. The findings from this study propose that flexi schools are playing a significant role in supporting Indigenous young people to remain engaged in education, yet there remains a limited focus on this within the literature and education policy. Second, the high participation rates of Indigenous young people and staff suggest an urgent need to explore this context through research. Further research will assist in understanding the culture of the flexi school context. Research should also explore why a high number of Indigenous young people and staff members participate in this educational context and how this could influence the approach to engagement of Indigenous young people in conventional school settings.

show abstract

Section: Introductionmentioning

confidence: 99%

“…This theme is also clearly interlinked with relationship and sense of community and belonging. The distinctness of this theme sits within the democratic style described by young people within flexi school settings as empowering their involvement in critical decision-making affecting them (Richardson & Griffin, 1994).…”

Section: Introductionmentioning

confidence: 99%

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Shay

Heck

2015

AJIE

View full text Add to dashboard Cite

show abstract

“…The poems presented below are based on a grounded theory study conducted in a large urban school district in California that examined the interactions between teachers and students in community day schools (CDS) that serve middle school students (Kennedy, 2009). Such interactions especially affect the marginalized population of students placed in these environments (De La Rosa, 1998;Richardson & Griffin, 1994). CDSs are legislated by the California Department of Education to serve expelled students (California Department of Education, 2008).…”

Section: Introduction: the Need For Representation Of Participant Voicementioning

confidence: 99%

Infusing Participants’ Voices Into Grounded Theory Research

Kennedy

2009

Qualitative Inquiry

View full text Add to dashboard Cite

This article augments the author’s grounded theory study of student and teacher interactions in alternative education classrooms by presenting poetic transcription as a way to portray the essences and experiences of the participants. The author builds on the experimental writing traditions of other researchers to embrace her own experiences as a classroom teacher in crafting the poems out of the participants’ words. In so doing, the author actively interacts with the texts to co-construct new meaning that elucidates research findings. Utilizing her position between the worlds of research and practice, the author crafts the poems to convey personalities, victories, and complexities involved in these classrooms. This application of the methodology of poetic transcription allows for a deeper understanding of students’ and teachers’ experiences in these schools.

show abstract

“…Students belonging to the targeted population in this study are disproportionately males from low-income, ethnic minority backgrounds who have suffered from physical and sexual abuse, and often struggle with addictive behaviors-a typical population for alternative schools (Kleiner et al, 2002;Richardson & Griffin, 1994). Programs designed for this population must address a broad range of student needs in addition to students' academic development.…”

mentioning

confidence: 99%

The Importance of Student and Teacher Interactions for Disaffected Middle School Students: A Grounded Theory Study of Community Day Schools

Kennedy

2010

Urban Education

View full text Add to dashboard Cite

Students who are expelled from school often demonstrate the need for alternative learning environments that respond to their academic disengagement as well as their behavioral challenges. Teachers in such environments contend with a variety of student needs while attempting to engage students in the learning process. This grounded theory study examines student and teacher interactions in community day school (CDS) classrooms in one large, urban school district in the southwest. Through semistructured interviews and observations, the researcher develops an emerging theory that describes the interactions between teachers and students. Interactions vary in nature depending on student and teacher characteristics, their self-definitions and beliefs, and the influence of support staff. Various interactions precede specific student outcomes, which can be both intended and unintended. This article explains the interplay between the categories listed above and gives concrete examples from classrooms about how student and teacher interactions can lead to, or impede, growth for both students and teachers.

show abstract

Alternative Schools: Research Implications For Principals

Cited by 8 publications

References 3 publications

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

Infusing Participants’ Voices Into Grounded Theory Research

The Importance of Student and Teacher Interactions for Disaffected Middle School Students: A Grounded Theory Study of Community Day Schools

Contact Info

Product

Resources

About