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Descriptors:
Charter Schools; Special Education; Caring; Traditional Schools; Graduation Rate; Investigations; Virtual Classrooms; Nontraditional Education; Online Courses; Disabilities; Educational Technology; Public Schools; Educational Environment; Curriculum; At Risk Students; Learner Engagement; Distance Education

Abstract:
For students with disabilities who are at risk of leaving high school without graduating, virtual schools have become a popular alternative to traditional schools. One promising approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5 Cs framework designed to increase school completion: Connect, Climate, Control, Curriculum, and Caring Community. A utilization-focused evaluation guided our investigation to determine the presence of and application of the 5 Cs in a special education program in a public cyber charter school. Specific examples are provided, and recommendations for practice and future research are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Doctoral Dissertations; Graduate Students; Educational Change; Nontraditional Education; Doctoral Programs; Technology Uses in Education

Abstract:
The dissertation is broken, many scholars agree. Rethinking the academic centerpiece of a graduate education is an obvious place to start if, as many people believe, Ph.D. programs are in a state of crisis. Universities face urgent calls to reduce the time it takes to complete degrees, reduce attrition, and do more to prepare doctoral candidates for nonacademic careers, as students face rising debt and increased competition for a shrinking number of tenure-track jobs. Sentiment is growing to move beyond the traditional, book-length monograph to something that might actually help graduate students in their careers. Scholars cite numerous reasons why they believe that the dissertation is outdated and should no longer be a one-size-fits-all model for Ph.D. students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Preservice Teacher Education; Foreign Countries; Preservice Teachers; Teacher Persistence; Student Diversity; Universities; Higher Education; Alternative Teacher Certification; Nontraditional Education; Nontraditional Students; Comparative Analysis; Case Studies

Abstract:
Universities in Australia are offering alternative entrance pathways to attract students from a range of backgrounds. These alternative pathways will undoubtedly be reviewed due to the recommendation in the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) concerning increasing the diversity of university entrants. This paper discusses an alternative entry pathway, Education Direct (ED), offered by the School of Education at Edith Cowan University, and commences with a review of the literature about such pathways. The next section explores the development and nature of the ED pathway, before outlining the research design and identifying the research questions, which concentrate on retention, academic achievement, and progression rates of ED students. The findings indicate that students who have entered pre-service teacher education via ED are enjoying academic success at comparable levels to students who enrolled through more traditional pathways. Furthermore, their retention and progression rates are not notably different to those of other students. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nontraditional Education; Emotional Disturbances; Mathematics Skills; Mathematics Instruction; Worksheets; Group Instruction; Educational Technology; Learner Engagement; High School Students; Secondary School Mathematics; Computer Assisted Instruction; Problem Solving; Instructional Effectiveness

Abstract:
The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credits; Educational Attainment; Measurement Techniques; Educational Policy; Attendance; High School Seniors; At Risk Students; Special Needs Students; Graduation Requirements; Politics of Education; Administrator Role; Government Role; Government School Relationship; Nontraditional Education; Educational Administration; High Schools; Parent School Relationship

Abstract:
This case was developed as part of a doctoral course for educational administration students who were specializing in K-12 educational administration. It could be used in a leadership, special education, or policy course for future school leaders or teachers. Currently, most educational institutions use Carnegie Units to structure how students earn credit throughout the year. In addition, many schools have an attendance policy delineating specific guidelines that students must meet to earn credit. Recently, two high school seniors had their graduation jeopardized due to issues with Carnegie Units and a district's attendance policy. Drawing from the case of Matthew and Jerry, this article will explore attendance policies and the usage of Carnegie Units. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Information Technology; Web 2.0 Technologies; Technology Integration; Secondary School Students; Nontraditional Education; Learner Engagement; Science Education; Secondary School Science; Case Studies

Abstract:
The Edmund Rice Education Australia (EREA) Flexible Learning Centres aim to provide a supportive learning environment for young people who find themselves outside of the mainstream secondary schooling system. Drawing on twenty first Century learning principles, the Centres aim to deliver a personalised learning experience with an emphasis on flexibility and individual choice. Provision of a comprehensive curriculum enables young people to make positive future life choices and successfully transition into employment and further training. The aim of this research project has been to work with teaching staff at a Flexible Learning Centre in North Queensland, Australia, to explore the value of integrating ICT in the form of Web 2.0 technologies to enhance young people's engagement with the subject of science. The findings of this case study suggest that ICT integration is effective in revitalising science education interest for disengaged young people. This may have wider implications in relation to general concerns of declining student interest and participation in science in the secondary years of schooling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academically Gifted; Nontraditional Education; Teaching Methods; Student Needs; Acceleration (Education); Profiles; State Schools; Enrichment Activities; Educational Finance; Summer Programs; Art Education; Advanced Courses; Residential Programs; Special Schools

Abstract:
In this article, the authors discuss Governor's Schools as an alternative for gifted students. When the word school is used, people typically think about traditional schooling. But Governor's Schools are different in the type of schooling provided and the type of students served--they educate predominantly gifted children, teach a wide array of content, use acceleration and enrichment, and meet the needs of children academically and socially. Depending on the location and type, Governor's Schools may operate only in the summer or for an entire school year. The profiles of several Governor's Schools are included in this article to provide a better understanding of their purpose and operation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Nontraditional Education; Educational Sociology; Pacific Islanders; Educational Theories; Educational Research; Ethnic Groups; Malayo Polynesian Languages; Underachievement; Indigenous Populations; Culturally Relevant Education; Foreign Countries

Abstract:
Post-Marxist critical sociology of education has influenced the development of indigenous ("kaupapa") Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under-achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous theory approach is representative of the position-taking strategy that characterises post-Marxist critical sociology of education, concluding that claims made in kaupapa Maori voice discourse are not supported by the empirical evidence which indicates a more complex social reality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Outcomes of Education; Validity; Behavior Modification; Nontraditional Education; Emotional Disturbances; Program Evaluation; Fidelity; Elementary School Students; High School Students; Positive Reinforcement; Teaching Methods; Intervention; Program Implementation

Abstract:
The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging. This program evaluation provides additional support for this literature, indicating a positive impact of SWPBS Tier 1 implementation on key student outcome measures in a school serving students in Grades 5-12 identified with emotional disturbance or as otherwise health impaired. In addition, this program evaluation includes measures and positive findings for both (a) implementation fidelity and (b) social validity in this alternative school setting. (Contains 1 table, 1 note, and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Student Behavior; Intervention; Nontraditional Education; Adoption (Ideas); Participative Decision Making; Data; Program Implementation; Progress Monitoring

Abstract:
Alternative education (AE) programs and schools usually serve distinct populations of students with educational disabilities and mental health or other needs. AE program staff often employ a range of curricula, interventions, and strategies that form an eclectic approach to addressing student needs. This may result in practices that are misaligned, contraindicated, or improperly implemented and lead to poor outcomes. In addition, this eclectic approach may not be implemented in an organized, tiered manner that ensures all students' access to a continuum of supports and services. In this article, a decision-making process for staff in AE settings to adopt and embed positive behavioral interventions and supports (PBIS) practices is presented. This process is rooted in the PBIS framework of systems, data, and practices, and in a public health model of team-based decision making. The authors submit that this approach could be used across a variety of AE program models. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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