Alternative School Students' Concepts of Success

Castleberry, Sue E.; Enger, John M.

doi:10.1177/019263659808260215

Cited by 10 publications

(4 citation statements)

References 3 publications

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“…Recent trends in research stressed the need in evaluating the effectiveness of nonformal education programs (Huffman, Lawrenz, & Thomas, 2008;Isaacs, Macomber, Rennane, & Steuerle, 2010;Walahoski & Suzanne, 2012), such as the ALS Program of the Philippines (Dela Rosa, 2015;Mercado, 2005;Oracion, 2002). The use of effective evaluation of such programs plays a critical role in revealing its outcomes specially in terms of assessing if the objectives of the programs are really met (Braverman & Arnold, 2008;Castleberry & Enger, 1998;Clavijo, Flemming, Hoerman, Toal, & Johnson, 2005). As such, assessing students' outcomes is one of the best ways to measure the effectiveness of such programs (Dugger & Dugger, 1998;George & George, 2000) and to see to it that such programs promote and help students to become globally competitive through the acquisition of the 21st-century skills despite learning in nonformal school (Bozhovich, 2009).…”

Section: Introductionmentioning

confidence: 99%

Twenty-First-Century Skills of Alternative Learning System Learners

2017

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Education plays a very important role in the development and progress of a certain nation. With the advancement of science and technology, it is indeed that globalization and internalization of education are considered as challenges that every country must uphold. And one of the emphases of today's challenges in education is the promotion of 21st-century skills among students. However, it is also a reality that a huge number of the world population are dropouts, out-of-school youth, and even individuals who do not go to formal schooling. And as a result, these individuals who do not go to formal schooling have difficulties in understanding and learning 21st-century skills which enable them to cope with and to compete in the globalized world. And to cope with these challenges given by the changing world and knowledge economy, alternatives were presented and implemented by the countries around the world such as the Philippines to help individuals attain education through nonformal and informal education such as the Alternative Learning System (ALS). This study was conducted to determine the 21st-century skills of ALS learners of Northern Philippines. In all, 150 ALS learners across five schools in Northern Philippines participated in the study through descriptive survey method. Results revealed that the ALS learners have a low level of acquisition of 21st-century skills. Furthermore, results of the independent-sample t test and one-way ANOVA test revealed that sex, age, and employment status affect the acquisition of learners on 21st-century skills.

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Section: Introductionmentioning

confidence: 99%

Twenty-First-Century Skills of Alternative Learning System Learners

2017

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“…Early studies regarding the implementation and effectiveness of alternative schools nationwide established the importance of positive relationships between school staff and students (Arnove & Strout, 1978;Gold & Mann, 1984;Tobin & Sprague, 1999). In qualitative studies examining personal experiences, teachers and students in these settings also express the unique and fundamental importance of personal interactions (Baker, 1999;Castleberry & Enger, 1998;Owens & Konkol, 2004). Although relationships with teachers can have a profound effect on student learning and growth, studies in alternative settings also indicate that these relationships are necessary but not sufficient for student rehabilitation.…”

Section: Alternative Educationmentioning

confidence: 99%

The Importance of Student and Teacher Interactions for Disaffected Middle School Students: A Grounded Theory Study of Community Day Schools

Kennedy

2010

Urban Education

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Students who are expelled from school often demonstrate the need for alternative learning environments that respond to their academic disengagement as well as their behavioral challenges. Teachers in such environments contend with a variety of student needs while attempting to engage students in the learning process. This grounded theory study examines student and teacher interactions in community day school (CDS) classrooms in one large, urban school district in the southwest. Through semistructured interviews and observations, the researcher develops an emerging theory that describes the interactions between teachers and students. Interactions vary in nature depending on student and teacher characteristics, their self-definitions and beliefs, and the influence of support staff. Various interactions precede specific student outcomes, which can be both intended and unintended. This article explains the interplay between the categories listed above and gives concrete examples from classrooms about how student and teacher interactions can lead to, or impede, growth for both students and teachers.

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“…The contrast between alternative and mainstream schools, prevalent in related literature (Castleberry & Enger, 1998) Zac contrasted the affective identity of his alternative school to the impersonal identity of mainstream schools he attended. Patricia focused more on the academic environment:…”

Section: School (Educator) Identitiesmentioning

confidence: 99%

Relational Identities of Students, Families, and Educators

March

Gaffney

2008

Remedial and Special Education

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This retrospective study sketched the educational pathways of two seniors attending an alternative high school in an attempt to discern how relational identities of students, families, and educators are defining forces of such pathways. Cumulative school records and special education files were triangulated with interviews of the students, their guardians, and school personnel, beginning with students’ entry into preschool. Events, decisions, and experiences that shaped students’ educational pathways were identified. The interpretive reading of the data revealed the interplay among students’, educators’, and families’ identities and how they sustained, diverted, and redirected the journeys of participating students. Educators are called to be facilitators in the interplays among the student, school, and family identities through the development of committed relationships in school environments. Educators are critical mediators who can help students build resilience against stressors, a sense of belonging, and responsibility for creating lived trajectories that are personally and socially fulfilling.

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Alternative School Students' Concepts of Success

Cited by 10 publications

References 3 publications

Twenty-First-Century Skills of Alternative Learning System Learners

Twenty-First-Century Skills of Alternative Learning System Learners

The Importance of Student and Teacher Interactions for Disaffected Middle School Students: A Grounded Theory Study of Community Day Schools

Relational Identities of Students, Families, and Educators

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