IDENTIFYING AN APPROPRIATE STRUCTURE TO SERVE ALTERNATIVE STUDENTS WITH STREET GANG AFFILIATION IN AN EFFORT TO INCREASE THE GRADUATION RATE AND ACADEMIC PROFICIENCY OF THE STUDENTS AT AN ALTERNATIVE HIGH SCHOOL IN SOUTHEASTERN NORTH CAROLINA. PDF Download
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Author: Kenneth Bowen
Publisher:
ISBN:
Category :
Languages : en
Pages : 319
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Book Description
The purpose of this study was to identify an appropriate structure to successfully serve all alternative students, but especially those with street gang affiliation, in an effort to increase the graduation rate and academic proficiency of the students at an alternative high school in southeastern North Carolina. The following research question was investigated: To what extent, if any, did street gang affiliation impact student performance? Both quantitative and qualitative research designs were used to gain insight into academic structures that serve non-traditional students, especially those with street gang affiliation. The intent of the program evaluation was to define key elements that need to occur to increase student performance, academic achievement, and graduation rates. Qualitative research encompassed both descriptive surveys and open-ended structured questionaires that were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents/guardians, faculty, administrators, and a community member participated in the study. The analysis of data illustrated that street gang affiliation needs to be addressed but a new approach to the organizational structure of the school must be taken to better meet the needs of students who are affiliated with street gangs in an effort to help them graduate and be academic proficient. In The Resilience Revolution, Larry K. Brendtro and Scott J. Larson (2006) state that, 0́−the core pathology of modern society lies in the loss of a sense of shared community; this is the attraction of the gang for many youth who are not positively bonded to caring adults0́+ (p. 131). There are too many educational studies devoted to how to end street gang affiliation among students because the focus is on the policies in place to end gang involvement rather than focusing on the reality. The reality is that in order to end street gang affiliation among students, one must move children out of their environment or decimate their proven leadership skills that have allowed them to earn rank within the gang. Moving a child from their environment is impossible and attempting to decimate leadership skills only creates more rebellion and misbehavior. Educational leaders must seek to understand student street gang affiliation and find ways to improve the organizational structure of schools to empower students, even the gang leaders, and teach them how to use their leadership abilities in a positive manner.
Author: Kenneth Bowen
Publisher:
ISBN:
Category :
Languages : en
Pages : 319
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Book Description
The purpose of this study was to identify an appropriate structure to successfully serve all alternative students, but especially those with street gang affiliation, in an effort to increase the graduation rate and academic proficiency of the students at an alternative high school in southeastern North Carolina. The following research question was investigated: To what extent, if any, did street gang affiliation impact student performance? Both quantitative and qualitative research designs were used to gain insight into academic structures that serve non-traditional students, especially those with street gang affiliation. The intent of the program evaluation was to define key elements that need to occur to increase student performance, academic achievement, and graduation rates. Qualitative research encompassed both descriptive surveys and open-ended structured questionaires that were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents/guardians, faculty, administrators, and a community member participated in the study. The analysis of data illustrated that street gang affiliation needs to be addressed but a new approach to the organizational structure of the school must be taken to better meet the needs of students who are affiliated with street gangs in an effort to help them graduate and be academic proficient. In The Resilience Revolution, Larry K. Brendtro and Scott J. Larson (2006) state that, 0́−the core pathology of modern society lies in the loss of a sense of shared community; this is the attraction of the gang for many youth who are not positively bonded to caring adults0́+ (p. 131). There are too many educational studies devoted to how to end street gang affiliation among students because the focus is on the policies in place to end gang involvement rather than focusing on the reality. The reality is that in order to end street gang affiliation among students, one must move children out of their environment or decimate their proven leadership skills that have allowed them to earn rank within the gang. Moving a child from their environment is impossible and attempting to decimate leadership skills only creates more rebellion and misbehavior. Educational leaders must seek to understand student street gang affiliation and find ways to improve the organizational structure of schools to empower students, even the gang leaders, and teach them how to use their leadership abilities in a positive manner.
Author: Cherie Graham
Publisher:
ISBN:
Category :
Languages : en
Pages : 358
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Book Description
The purpose of this study was to identify an appropriate structure to successfully serve all alternative students in an effort to increase the graduation rate and academic proficiency of the students at an alternative high school in rural southeastern North Carolina. The following research question was investigated: To what extent if any, were the alternative learning program standards implemented within the organizational structure to impact student performance? Both quantitative and qualitative research designs were used to gain insight into academic structures that serve at-risk or non-traditional students. The intent of the research was to define key components of alternative learning program standards that should be implemented with fidelity within the alternative school0́9s organizational structure to increase student performance, academic achievement, and graduation rates of at-risk students. Qualitative research encompassed both descriptive surveys and open-ended structured questionnaires that were utilized to conduct this study. Quantitative research included descriptive statistics and a compilation of the data collected from the survey results. Students, parents, faculty, administrators, and a community member participated in the study. According to Green and Cypress (2009), 0́−the structure of the organization has to facilitate the change initiative. When an appropriate structure is in place, everyone is aware of who does what, when it is to be done, and who is accountable for the results.0́+ Organizational structure involves leadership, culture and climate, resource allocation, programs, physical structure, and support systems of an organization (Baldy et al., 2014). NCDPI implemented standards that should be implemented with fidelity in all alternative schools0́4clear mission, leadership, culture and climate, professional development, parent/community involvement, curriculum and instruction, and monitoring and assessment (NCDPI, 2006). These standards are the foundation upon which alternative school0́9s organizational structure should be governed. The Academy of focus in this study had some components of the alternative learning program standards in operation; however, the student achievement data and graduation rates of those enrolled in the Academy suggests that the implementation strategies currently in place need to be revisited. While participants in the study felt that the Academy was meeting the needs of its students, the current model of the organizational structure has proven that the holistic needs of the students are not being met due to the lack of a clear mission and community/parental involvement, the curriculum and instruction currently offered to students, and the monitoring and assessment of students0́4particularly with regard to the support system currently in place.
Author: Dr.Jacques Thigpen,Ph.D.,Ed.D.
Publisher: Lulu.com
ISBN: 1387724762
Category :
Languages : en
Pages : 36
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Book Description
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Jacques Thigpen
Publisher: Createspace Independent Publishing Platform
ISBN: 9781717293091
Category :
Languages : en
Pages : 32
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Book Description
This study will seek to gain the impact of understanding about how black students enrolled in an alternative school program may be facing racial desegregations and discrimination. This is a phenomenon case study, which gleans the information about alternative education school programs that provide education for all students, especially black students, and it may be the holding cell for future crimes committed on the rising base on chronic behavior issues displayed in the classroom setting. Alternative Education schools play a vital role when it comes to academic learning in the Eastern part of North Carolina and a limited portion conducted in the South Carolina school district were identified.
Author: Perry Demangio Mills
Publisher:
ISBN:
Category : Alternative schools
Languages : en
Pages : 202
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Book Description
The purpose of this study was to evaluate two alternative programs in a North Carolina and South Carolina (SC) public school district to determine if they are effective in delivering constructive interventions that modify student behavior once students have left the programs and have returned to their regular learning environments. This mixed-method evaluation consisted of an experimental-comparison design approach that included interviews with program participants, completing focus groups, and comparison of the number of out-of-school suspensions that participants received after completing the alternative school programs in both school districts. -- The researcher and trained interviewers administered a survey to 25 certified and classified staff members in the SC district, including the school administration. A stratified random proportionate sample was used to produce functionally equivalent groups from the SC school district database for the number of alternative school reassignments due to long-term out-of-school suspensions of African-American ninth-grade students who received major disciplinary infractions. -- The three research questions that guided the study and their findings were: What practices are contributing to student success in the alternative program? The questions answered in the survey along with the focus group sessions suggested that there were positive procedures at the school that contributed to the student's success who attended. To what extent is the alternative program following its design as planned? The requirements are listed in Appendix A, the Alternative School Monitoring Report. The SC district continues to operate in accordance with the State Department of Education via a mandatory evaluation of state requirements and procedures. What is the effect of the alternative program on the recidivism rate? The data in Appendix B shows the numbers and how they have decreased by each grade each year. In an end-of-year alternative school report, the administration has reported a 4-6% recidivism rate. -- Based on these findings, the companion investigators concluded that the NC and SC alternative education programs were effective in decreasing recidivism for African-American males and females in the ninth grade and increasing student success when they returned to their home school. Findings also suggested a strong need for greater collaboration with the home schools and transference of interventions and practices. These elements were thought to be necessary by the alternative education staff in sustaining student success once they returned to their regular school settings. The investigators offered a professional development model outcome for the consideration of executive staff and Board of Education members to improve the overall success of not only African-American students but students of all ethnic subgroups within both southeastern school districts.
Author:
Publisher:
ISBN: 9781732000308
Category :
Languages : en
Pages :
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Book Description
The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.
Author: Lyle E. Taipale
Publisher:
ISBN:
Category :
Languages : en
Pages : 468
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Book Description
Author: Rexford Brown
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 322
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Book Description
As a result of his visits to classrooms across the nation, Brown has compiled an engaging, thought-provoking collection of classroom vignettes which show the ways in which national, state, and local school politics translate into changed classroom practices. "Captures the breadth, depth, and urgency of education reform".--Bill Clinton.
Author: David F. Bateman
Publisher: Corwin Press
ISBN: 1544302029
Category : Education
Languages : en
Pages : 226
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Book Description
Building and supporting effective special education programs School leaders and special educators are expected to be experts on all levels and types of special education law and services, types of disability, and aspects of academic and functional programming. With the increasing demands of the job and the ever-changing legal and educational climate, many administrators and teachers are overwhelmed, and few feel adequately prepared to meet the demands. Trends and Legal Issues in Special Education helps you build and support timely, legally sound, and effective special education services and programs. Readers will find: the most up-to-date information on how to effectively implement special education programs, processes, and procedures examination of a wide variety of issues, from developing and implementing individual education programs (IEPs) that confer a free appropriate public education, Section 504, least restrictive environment (LRE), and successfully collaborating with parents, to issues regarding accountability, staffing, bullying, early childhood special education, multi-tiered systems of support (MTSS), evidence-based practices, transition, discipline, and the school-to-prison pipeline extensive references and resources Written as a comprehensive reference for all who work with students with disabilities, this book offers the most up-to-date research and field-tested strategies from a range of experts that special education professionals can confidently and immediately apply.
