An Evaluation of Success in an Alternative Learning Programme: Motivational impact versus completion rate

Nichols, Joe D.; Steffy, Betty E.

doi:10.1080/00131919997452

Cited by 16 publications

(12 citation statements)

References 22 publications

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“…When asking students to assess their own learning, participants reported expanded gains, including better communication skills and media usages (Rocha, 2000), application of acquired concepts in the real world (Beaumie, Williams, & Dattilo, 2002), increased confidence (Manoque, Brown, Nattress, & Fox, 1999), enjoyment (Dedeke, 1999), and improved moral reasoning (Smith, Strand, & Bunting, 2002). Studies focused on experiential learning have also reported an increase in self-regulation and peer self-esteem (Nichols & Steffy, 1999), Downloaded by [Heriot-Watt University] at 13:25 02 January 2015 an increase in group cohesion (Glass & Benshoff, 2002), and an increase in skills related to Kolb's experiential cycle (Brodbeck & Greitemeyer, 2000).…”

Section: Learning Effectiveness Of Inquiry-based Instructionmentioning

confidence: 92%

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Crippen

Archambault

2012

Computers in the Schools

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Section: Learning Effectiveness Of Inquiry-based Instructionmentioning

confidence: 92%

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Crippen

Archambault

2012

Computers in the Schools

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“…For example, as to teacher quality and staffing, Croninger and Lee (2001) revealed that teachers' characteristics are key factors in reducing the dropout rate of at-risk students. The U.S. Department of Justice (1980) and Nichols and Steffy (1999) indicated the importance of low student-teacher ratios in alternative schools specifically for at-risk students.…”

Section: Alternative High Schools' Staffing Characteristics and Gradumentioning

confidence: 99%

Determinants of Graduation Rate of Public Alternative Schools

Izumi

Shen

Xia

2013

Education and Urban Society

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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.

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“…This relationship between school flexibility and its effect on dropout rate has been established in the literature (Cook, 2002;Gold & Mann, 1984;Pollard & Thorne, 2003;Thomson, 2002). Another prominent trend in the literature is that alternative programming that provides an environment where students feel they belong and have value results in students continuing their education and not dropping out of school (Hadden, 1997;Moser, 2002;Nichols & Steffy, 1997;Thomson, 2002). This study supports this research for racial and ethnic minority students by showing a reduced dropout rate when specific student inputs into the organization, operation, and governance of the school are allowed.…”

Section: Discussionmentioning

confidence: 99%

“…Once attending an alternative school, students are more likely to continue their studies if the alternative school can provide an environment in which students feel they belong and have value (Hadden, 1997;Moser, 2002;Nichols & Steffy, 1997;Thomson, 2002). Gold and Mann (1984) found that the self-esteem and intrinsic value of students improved for all students in the alternative setting, and for the most mentally healthy students these gains were maintained upon return to the traditional setting.…”

Section: Student Success In Alternative Educationmentioning

confidence: 99%

“…The majority of studies on alternative education either compare alternative education students to their peers in traditional educational settings to see if differences in various factors and attitudes exist (Cook, 2003;Dynarski & Gleason, 2002;Lehr & Lange, 2000), or examine how student perceptions of their educational environment affect specific behaviors and attitudes toward school (Hadden, 1997;Moser, 2002;Nichols & Steffy, 1997;Thomson, 2002). This study is unique because to attempts to identify specific practices that schools/programs can use to reduce dropout rates.…”

Section: Contribution To the Literaturementioning

confidence: 99%

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The effects of student input into school organization, operation and governance on dropout rate in Iowa alternative schools and programs

DeHart

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This study examined differences in dropout rate among 41 alternative high schools/programs in Iowa according to the use of seven specific types of student input into school organization, operation, and governance. The types of student input included in this study were: (a) instructional techniques, (b) determining student discipline, (c) planning cocurricular activities, (d) planning curriculum, (e) teacher evaluation, (f) student selfevaluation of progress, and (g) student contracts for performance. Situated Learning Theory provided the primary theoretical framework for this study by comparing similarities between the traditional apprentice-master model and the impact of student input on academic success. Types of student input were examined for all students, students by sex, and students by racial and ethnic minority status, and the combination of minority status and sex. One of the four research questions presented in this study yielded a significant final ANOVA allowing one null hypothesis to be rejected. Student input into the organization, operation, and governance of alternative schools/programs significantly affected the dropout rate for racial and ethnic minority students. Use of student contracts for performance, and the combination of allowing students to self-evaluate their progress with being able to plan co-curricular activities reduced dropout rates for racial and ethnic minority students. Allowing students input into determining discipline, however, increased dropout rates for racial and ethnic minority students.

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An Evaluation of Success in an Alternative Learning Programme: Motivational impact versus completion rate

Cited by 16 publications

References 22 publications

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Determinants of Graduation Rate of Public Alternative Schools

The effects of student input into school organization, operation and governance on dropout rate in Iowa alternative schools and programs

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