Humanizing Students as a Micro-Resistance Practice in Australian Alternative Education Settings

2021 ◽  
pp. 63-77
Author(s):  
Kristin Reimer ◽  
Fiona Longmuir
Keyword(s):  
Alternative Education

Report on Alternative Education Schools/Programs in Vermont

2001 ◽  
Author(s):  
Susan Brody Hasazi ◽  
Ray Proulx ◽  
Karin Hess ◽  
Colleen MacKinnon ◽  
Patricia Morgan ◽  
...  
Keyword(s):  
Alternative Education

Alternative Education and Return Pathways for Out-of-School Youth in Sub-Saharan Africa

2018 ◽  
Author(s):  
H. Boukary Boukary ◽  
M. W. Ngware Ngware ◽  
M. Mutisya Mutisya ◽  
P. Wekulo Wekulo
Keyword(s):  
Alternative Education ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Out Of School Youth ◽  
School Youth ◽  
Out Of School

Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis

2019 ◽  
Vol 2 (4) ◽  
pp. 120-140
Author(s):  
Jamie Heintz Benson ◽  
John R Slate ◽  
George W Moore ◽  
Cynthia Martinez-Garcia ◽  
Frederick C Lunenburg
Keyword(s):  
Special Education ◽  
Alternative Education ◽  
Education Program ◽  
Reading Level ◽  
Policy And Practice ◽  
Disciplinary Alternative Education Program ◽  
Level Ii ◽  
Alternative Education Program ◽  
Disciplinary Alternative Education ◽  
Program Placement

In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.

Paulo Freire’s Alternative Education Model

2013 ◽  
Vol 16 (3) ◽  
pp. 523-530
Author(s):  
Abdullah Durakoglu ◽  
Baykal Bicer ◽  
Beyhan Zabun
Keyword(s):  
Alternative Education ◽  
Education Model

Ladakh and the Creative Greening of the Desert: The Life Work of Sonam Wangchuk and Rebecca Norman Through Alternative Practices in Education and Farming

2021 ◽  
pp. 239386172110146
Author(s):  
Susan Visvanathan
Keyword(s):  
Climate Change ◽  
Alternative Education ◽  
Everyday Life ◽  
Local Communities ◽  
Water Harvesting ◽  
Cold Desert ◽  
Alternative Practices ◽  
Life Work ◽  
The Way

This article attempts to understand the way in which climate change affects the once dry cold desert of Ladakh and how local communities have adapted to these changes by becoming excellent organic gardeners. The contributions of Sonam Wangchuk and his work with regard to water harvesting and alternative education have been recognised by the Ramon Magsaysay Committee for 2018. This will propel Sonam to complete his life mission, which is the construction of a whole new township in Phey, to relieve Leh of the overload it now experiences. The article provides a background to the work of Sonam and his wife Rebecca Norman in the details of everyday life and work, which they bring to their school, SECMOL.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

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