Building an intentional culture of learning from the perspectives of alternative high school educators

Abstract

This narrative study explored the culture of learning in three alternative high schools and the best practices that resulted in graduation rates that exceeded the United States national average. The schools were selected because their graduation rates included their disadvantaged students, a population that, in traditional settings, historically lagged behind the national rate. The purpose of the study was to explore and understand the culture of learning in effective alternative high schools and to understand -through the voices, perspectives, and lived experiences of alternative high school educators -what these schools did and how that produced successful academic results for disadvantaged students. In this study, three facets of school culture, were explored, including the nature of the culture; how the culture nurtured confidence and motivation that led to personal, emotional, and academic growth; and what specific best practices were implemented by educators to effect positive outcomes for disadvantaged youth. The findings indicated that the relationships between teachers and students was paramount as a catalyst to establishing trust, student motivation, and achievement. The findings led to four conclusions: 1) nurturing, authentic teacher/student relationships are fundamental to students' personal and academic growth, and are supported by collaborative, interactive teams; 2) trust empowers students to participate in, voice their opinions about, and be responsible for their own learning; 3) personal and relevant learning opportunities increase student engagement and persistence, resulting in positive outcomes, both personal and academic; and 4) the connection between relationshipbuilding, trust, and personal real world learning is synergistic, and together these constructs connote an intentional culture of learning. These findings are relevant today because the literature is scarce on alternative high schools, the voices of their teachers, and the intentionality of their cultures and best practices. How traditional high schools might adapt some of the study's 4 findings to meet the needs of disadvantaged students and of all students is a meaningful topic for future research and discussion.