An Examination of School Climate in Effective Alternative Programs

Quinn, Mary Magee; Poirier, Jeffrey M.; Faller, S. Elisabeth; Gable, Robert A.; Tonelson, Steven W.

doi:10.3200/psfl.51.1.11-17

Cited by 45 publications

(27 citation statements)

References 4 publications

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“…These attributes, while sometimes labelled as aspects of a holistic learning model, not to be confused with Laird's (1985) holistic learning theory, are elements of a comprehensive learning model often seen in what are termed 'full-service schools' (Sanders et al, 2018). Through considering the whole person in this comprehensive approach to learning, engagement in learning would appear more sustainable than within a conventional schooling model, with enhanced access to community resources that support Hesitant hopes: Impact of comprehensive learning 77 students' learning outcomes (Quinn et al, 2006;Mills & McGregor, 2014;Sanders, 2016). Through considering the whole person in this comprehensive approach to learning, engagement in learning would appear more sustainable than within a conventional schooling model, with enhanced access to community resources that support Hesitant hopes: Impact of comprehensive learning 77 students' learning outcomes (Quinn et al, 2006;Mills & McGregor, 2014;Sanders, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Sanders (2016) refers to ALPs operating as full-service community schools as sites where young people's holistic needs are met with reduced fragmentation and delays often experienced by marginalised individuals accessing community support agencies. Through considering the whole person in this comprehensive approach to learning, engagement in learning would appear more sustainable than within a conventional schooling model, with enhanced access to community resources that support Hesitant hopes: Impact of comprehensive learning 77 students' learning outcomes (Quinn et al, 2006;Mills & McGregor, 2014;Sanders, 2016). We need not be reminded that educational capital is not solely accumulated in the domain of the educational institution (Bourdieu, 1979(Bourdieu, /1984.…”

Section: Literature Reviewmentioning

confidence: 99%

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Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia

Bloomfield

Harreveld

Fisher

2019

British Educational Res J

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Concerns have been raised internationally about whether alternative learning programmes are producing low-skilled labourers for rapidly disappearing twenty-first-century jobs. Researchers claim that learners in alternative programmes are more at risk due to the focus on low-level vocational and basic skill attainment, with a lack of formal academic pathways available to them. This article questions whether and in what ways an alternative learning programme supports young people to achieve successful transitions to sustainable social mobility for informed citizenship through a holistic approach to learning; or if class stratification is being re/enforced through systems' accountability discourses. Hesitant hopes in alternative learning are explored through an ethnographic study of one alternative learning programme across five sites in regional Australia. Contextually, not-forprofit community agencies provide physical infrastructures as well as youth workers and volunteers, while a publicly funded School of Distance Education provides teacher oversight of the curriculum. Findings suggest that the theme of 'hesitant hope' is constructed through the analysis of the discourses of supporting wellbeing, life skill development and academic learning. These discourses facilitate further analysis of the concept of social mobility, suggesting a conceptual starting point for an engaging critique of the differing perspectives on how support could be providing these marginalised young people with a sense of hope for a socially mobile future.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia

Bloomfield

Harreveld

Fisher

2019

British Educational Res J

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“…Ideally, alternative schools and programs are specifically tailored to support the students they serve and oftentimes use positive behavior intervention methods (Cable, Plucker, & Spradlin, 2009). Some of the common characteristics of these programs include a smaller classroom and teacher-to-student ratios, a supportive and safe environment, student-centered curriculum, flexibility in structure, and opportunities for students to engage in decision making (Lehr, 2004;Quinn, Poirier, Faller, Gable, & Tonelson, 2006).…”

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confidence: 99%

Building Supportive School Environments for Alternative Education Youth

Edgar-Smith

Palmer

2015

Preventing School Failure: Alternative Education for Children a

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This article reports findings from a study of an alternative educational program for at-risk secondary students, comparing student perceptions of their public school environment, measured upon intake in the alternative school, with their perceptions of the alternative school environment after four and eight months of attendance in the program. Student perceptions of teacher support in the alternative school environment were significantly more positive than their perceptions of the public school environment. Another purpose was to assess the relation between student perceptions of various aspects of the school environment with specific academic, behavioral, and socioemotional variables. The implications of these findings and future research inquiries are addressed.

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“…The positive behavior management, academic engagement, and caring teachers at alternative schools have been named as reasons why at-risk students find success there (Quinn, Poirier, Faller, Gable, & Tonelson, 2006). My interviews with students, during the current study and a pervious study (deGruy, 2009) revealed much about the levels of support and services they perceived that they received at their home schools and the therapeutic school or RSSP.…”

Section: Statement Of the Problemmentioning

confidence: 76%

“…The distinction is important because student choice has been identified as an important component in the success of students attending alternative schools; in addition, this classification system has "implications tied to student motivation, outcomes, and overall program effectiveness" (Lehr & Lange, 2003b, p. 61). Alternative schools may also be categorized into groups based on whether their goal is to change the school, change the student, or change the educational system (Quinn, Poirier, Faller, Gable, & Tonelson, 2006).…”

Section: History and Definition Of Alternative Schoolsmentioning

confidence: 99%

An Examination of Student Perceptions of Regional Safe School and Public School Services

Degruy¹

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An Examination of School Climate in Effective Alternative Programs

Cited by 45 publications

References 4 publications

Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia

Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia

Building Supportive School Environments for Alternative Education Youth

An Examination of Student Perceptions of Regional Safe School and Public School Services

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