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"Alternative schools"
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Alternative schooling, social justice and marginalized students : teaching and learning in an alternative music school
This book examines the experiences and perspectives of students and teachers at an alternative music school, which caters for young learners who have been marginalised and disenfranchised from mainstream schooling. The school utilises a rich music-infused curriculum that connects to the lives of its students, alongside a democratic ethos and ethic of care for members of the school community, including the students, teachers, and parents. The combination of personal narratives together with detailed critical discussion, provides a compelling argument for how schools can make a major difference to the lives of young people. The case study presented in this book offers one potential response to the institutionalised social and educational inequities that young people continue to face, and highlights the important lessons from alternative schooling for education more broadly. It will be of particular interest to researchers in the areas of education and sociology, especially those concerned with matters of social justice and equity in education.
Book
School climate and depressive symptoms of disciplinary alternative school students: Resilience as a mediator
We examined the relationships among school climate, resilience, and depressive symptoms of 153 students at disciplinary alternative schools in China, focusing on the mediating effect of resilience and its two components of individual power and supportive power in the association between
school climate and students' depressive symptoms. Participants completed the Perceived School Climate Inventory-Middle School, the Resilience Scale for Chinese Adolescents, and the Center for Epidemiologic Studies Depression Scale. Results indicated that the students' perception of school
climate and their depressive symptoms were significantly and negatively correlated, and resilience and depressive symptoms were also significantly and negatively correlated. In addition, resilience significantly mediated the effect of school climate on the students' depressive symptoms. Finally,
the effect of individual power in mediation of the relationship between school climate and depressive symptoms was greater than that of supportive power. The findings provide implications for school policy makers and mental health professionals by highlighting the need for promoting both a
positive school climate and students' resilience and its component of individual power.
Journal Article
Alternative Schools
The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. This article provides a synthesis of information gathered through (a) a comprehensive review of legislation and policy on alternative schools/programs from 48 states and (b) a national survey about alternative schools and students served completed by key contacts at state departments of education. Information is organized and discussed with regard to state-level definitions of alternative schools, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, information about the provision of special education in these settings and the extent to which students with disabilities enroll is included.
Journal Article
The Unidentified
In a futuristic alternative school set in a shopping mall where video game-playing students are observed and used by corporate sponsors for market research, Katey \"Kid\" Dade struggles to figure out where she fits in and whether she even wants to.
Book
The Demand for Toronto District School Board's Africentric Alternative School: Exploring the Underlying Assumptions
In January 2008, the Toronto District School Board (TDSB) voted to establish an Africentric Alternative School (AAS). This paper examines the TDSB's decision to establish an AAS, particularly in light of the historical rejection of race-informed educational segregation by Black communities and their advocacy for inclusion in mainstream education. Utilizing a range of newspaper articles and scholarly works on the education of Black students in Toronto, I analyze the motivations and assumptions that underpin this decision by evaluating the arguments put forth by its supporters. Drawing insights from critical race theory and culturally relevant pedagogy, I argue that the establishment of the AAS is a response to the racism that Black students have faced in mainstream schools. I also found that the AAS represents a proactive initiative aimed at providing a culturally relevant education for Black students. This study offers valuable insights for future researchers to evaluate AAS practices through the lens of these arguments.
Journal Article
Intersectional Care for Black Boys in an Alternative School
Intersectional Care for Black Boys in an Alternative School is an exploration of the possibilities that exist within educational spaces for Black male students when teachers care for these students while also acknowledging the intersectionality of Black male identity and the potential oppression and resilience that they experience as the result.
eBook
A Look Back: Taking stock of public school choice in Kappan
In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.
Journal Article