Alternative Education Program Research Articles

Facilitating agency in Norwegian pupils struggling to stay in school—An alternative approach to emancipatory education

In this article we discuss a Norwegian alternative educational program which aids pupils struggling to stay in school. The practice displays an unconventional but promising approach to emancipatory education by facilitating agency in struggling pupils. We begin by providing some context on the Norwegian educational system and the Nordic model of education. Thereafter, we clarify our perception of educational equality and its underlying conditions. We then apply the chordal triad of agency as a heuristic framework for the qualitative analysis of our data material, consisting of three individual interviews, a focus group interview (N=6) and a guided tour at the location of the educational practice. The gathered testimonies suggest great potential in the program's ability at facilitating agency in at-risk pupils aged 9–16, thereby reducing chances of school dropout and social exclusion. Based on respondents' reflections, we conclude with some discussion comparing the studied practice to the formal Norwegian education system and its shortcomings in accommodating for certain pupil groups struggling to adapt to traditional schooling.

Teachers at the speed of light: alternative pathways into teaching and implications for social justice

ABSTRACT What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implications of the accelerated push in teacher education for key social justice and transformative aims of preparing critically reflective, culturally responsive teachers. We tease out what these emerging priorities mean for work of capacity-building for equity, diversity and social justice in teaching and teacher education. We unpack how alternative teacher education programmes that prioritise “employment” present both caveats and opportunities in this regard. We conclude by suggesting ways to harness existing challenges in the service of closer alliances between teacher educators, school staff, members of communities and the education departments for preparing a teaching workforce capable of responding to the needs of their students.

ORGANIZATION OF A FAVORABLE EDUCATIONAL ENVIRONMENT FOR THE AT RISK CHILDREN IN THE USA

This article considers the issue of deviant behaviour and its prevention among the children at risk in the USA. The aim of the study is to reveal the influence of a favorable educational environment on the at risk children. Theoretical research methods have been used in this study: analysis of scientific sources, systematisation and generalisation of available data. The results of this investigation give possibility to state that among other ways of overcoming deviations in the behavior of at-risk minors, scientists consider the possibility of creating such an educational environment in which the educational influence of the team on the individual is fully realized. The axiological content of the idea of collectivity as a factor in overcoming the deviant behavior of minors during pedagogical interaction with them consists in changing their worldview. They get rid of the feeling of loneliness, isolation, their uselessness, the external environment is no longer seen as distant and hostile, but open, more understandable and benevolent. Such processes activate the need for communication and interaction in a teenager with deviant behavior, which leads to the improvement of such mechanisms as self-awareness, self-acceptance, and praxis. A teenager learns to understand and adequately perceive others, control his actions and emotions, feels the need for empathic and long-term relationships. All these phenomena in their totality, in our opinion, determine the processes of self-correction and overcoming deviations in behavior. The study of the researches of US scientists shows that the pedagogy of the country has already accumulated some experience in educating minors in the spirit of collectivism. In particular, the idea of country camps and the scouting movement, which is one of the traditional forms of organizing educational space in America, finds a new sound in the context of its importance for the process of overcoming deviant behavior of teenagers in the team. A favorable educational environment is created for minors with deviant behavior, who find it difficult to study in traditional educational institutions and often stop studying, also through social inclusion. Inclusion of children with deviant behavior is implemented with the help of alternative education, which in the USA is represented by alternative schools (public or private); alternative educational programs that can operate in regular traditional schools; original teaching strategies aimed at the assimilation of knowledge by all students. Alternative schools are characterized by expanding the degree of freedom of children both in choosing the content, forms and methods of learning, and in evaluating the results of activities, which always contributes to the formation of the child and as a subject of culture within the framework of his life activities and life creativity. Alternative schools for at-risk minors include charter schools, magnet schools, contract schools, correctional schools, multicultural schools, mixed schools, voucher programs, and homeschooling.

Efficiency of an Alternative Physical Education Program for the Lower Grades of Elementary School Children.

(1) Introduction: This research was conducted with the aim of assessing whether an alternative physical education (PE) program could effectively substitute for the traditional PE curriculum and aid in accomplishing the essential goals and objectives of PE among younger elementary school children. (2) Materials and Methods: This longitudinal 6-month study included third-grade elementary school children of both genders, who were healthy, lived in urban areas, and were involved in an alternative PE program, as well as the regular PE classes. The sample of participants comprised 214 students, with 105 participants in the experimental group and 109 participants in the control group, who underwent pre- and post-intervention measurements. For the purposes of this study, 11 variables were applied to assess the parameters of growth and development, motor abilities, and physical and health education. MANCOVA and ANCOVA methods were used to determine the effects resulting from the alternative and regular PE programs, and differences between the groups, respectively. The data are reported as the mean and standard deviations, and were analyzed using the statistical package SPSS version 20.0 (SPSS Inc., Armonk, NY, USA). (3) Results: Based on the research results obtained for motor abilities and physical and health education, it was concluded that both the alternative and regular PE programs had positive effects in achieving the goals and objectives of PE, but without statistical significance at the multivariate and univariate levels. The differences between the two groups were found to be negligible (effect size, ES < 0.2). (4) Discussion: Sports and PE have distinct objectives and approaches. While sports emphasize competition and winning, PE aims to impart fundamental skills and knowledge, prioritizing inclusivity among younger students. Success in PE is measured by the number of students meeting these goals, potentially affecting both talented and struggling learners. (5) Conclusions: The results obtained from the conducted research indicate that both the alternative PE program and the regular PE program influence changes in motor abilities and physical and health education to a limited extent. The alternative PE program proposed in this study, with its modifications to the structure of existing, regular PE program, can fully replace the latter in schools that do not meet the required spatial and material standards.

Acces to Education for School-Age Children in Coastal Areas in Tallo District, Tallo District, Makassar City

The problem in this research is access to education for school-age children in coastal areas in Makassar City. The research aims to determine the lack of access to education for school-age children in coastal areas in Makassar City. The type of research used in this research is qualitative descriptive research. The subjects in the research were school-age children from elementary school, middle school, and high school. The supporting subjects of this research are the children's parents and community leaders. The object of this research is access to education for school-aged children. Data collection techniques are interviews, observation, questionnaires, and documentation. Data analysis techniques are carried out by collecting data, reducing data, presenting data, and drawing conclusions. The research results include: (1) education for the community in Tallo Subdistrict has not been a priority, and the school dropout rate in the area is quite high; (2) factors that cause many school-aged children in Tallo Village not to continue their education are limited school facilities, limited funds, lack of parental support, unsupportive social environment, lack of interest in children going to school, and problems with changing domicile; (3) the net enrollment rate at the elementary, middle and high school levels in Makassar City has decreased in recent years; (4) educational program innovation is needed to overcome the problem of access to education for school-age children. One of the policies that needs to be considered is strengthening community-based alternative education programs.

Re-engaging Youth Who Have Been Pushed Out, In The Science Classroom

Providing opportunities for youth who have been ‘pushed out’ of traditional schools to re-engage is an issue of social justice. The lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been ‘pushed out; to re-engage in science. This study investigated the factors that may contribute to the academic achievement of students in their class-based science courses at Xinaxtli Charter School, an alternative education program for youth who have been ‘pushed out’ in Southern California. A phenomenological research study using interviews was conducted. Students identified the Xinaxtli science classrooms as a critical and equitable science learning space with these components: educators who develop authentic relationships with students, a learning space that embodies an epistemological pluriverse inclusive of multiple perspectives and values the knowledge students bring to the classroom, the use of culturally relevant science that empowers students to make informed decisions, a localized-critical-action-based curriculum, and a wide array of equitable learning practices to re-engage students. Findings from this study underscore that a paradigm shift must occur in science education for critical and equitable learning opportunities to become commonplace.

‘This felt more like a conversation’: challenging gender norms in electronic music production through alternative education programs

ABSTRACT This article argues that problematic gender norms in electronic music contexts – namely, their association with masculinity and overrepresentation by cis men – can be subverted through alternative education methods. We use the case study of the Electronic Music Accelerator (EMA) program, run by youth organization The Push in Melbourne, Australia, to illustrate this. Specifically, we evaluate strategies used in the EMA program to teach Ableton and related skills on building electronic music production careers. The EMA s program was designed to increase the numbers of women and gender non-conforming or gender diverse people involved in electronic music production, in response to evidence that these groups continue to be underrepresented in this area. We focus on how so-called soft skills, as opposed to the strictly technical skills normally the main focus in an Ableton course, were taught in this program. In the EMA, rather than insisting that the participants take up a ‘masculine’ attitude to adapt to the existing electronic music scene that is dominated by men, the course presented ways of working with, and even reclaiming, traits perceived as feminine, such as humility and community-mindedness. This approach offers possibilities for reconfiguring expectations in electronic music spaces.

The Needs of Youth in Transition after the Alternative Education Program in Taiwan

In Taiwan, three alternative education programs are available to support school dropouts facing difficulties in mainstream education. While some programs offer residential services specifically for individuals from dysfunctional families, eligibility is limited to those under 15, as the primary objective is to facilitate compulsory education completion. Consequently, when reaching age 15, program leavers must decide between returning to dysfunctional families and pursuing independent living. To examine how these programs can address the needs of the leavers, this study conducted semi-structured interviews with six program leaders nationwide. The findings revealed that the leavers have diverse needs, necessitating relevant services for a successful transition into adulthood. However, due to the absence of applicable laws or government policies regarding the leavers, the programs can only offer services during the pre- or post-leaving stages through private funding and community resources. This raises concerns regarding such services’ stability and long-term sustainability, highlighting the importance of adequate funding. Collaboration between the government and program leaders is crucial in facilitating the leavers’ transition based on the experiences of current programs and their specific needs, ultimately contributing to improved outcomes.

The role of relationships, curriculum design, and program culture in improving academic and behavioral outcomes in a disciplinary alternative education program: A photovoice study

The literature on “what works” in disciplinary alternative education is inconclusive. Our current understanding of effective disciplinary alternative education programs is based primarily on quantitative data collected for administrative purposes. The voices of youth directly affected by disciplinary alternative education programs are often excluded from the conversation. To fill this gap in the literature, our study utilizes Photovoice methodology with 11 youth in disciplinary alternative education programs in the Midwest. The findings suggest the importance of positive relationships with adults, having tailored educational curriculum delivery, and addressing punitive elements of program culture for the academic and behavioral outcomes for youth with moderate to high-risk behaviors in a disciplinary alternative education setting. Youth recommend modification of the curriculum, increase in socialization activities, and improvement of disciplinary and incentive procedures.

Learning as the best medicine: Proposal for SMART schooling for hospitalized children

This research paper explores learning alternatives for chronically ill students, considering the challenges they encounter in their learning processes due to prolonged or intermittent absences from school. International practices and recent research findings on this topic will be reviewed in the contexts of hospital schools, SMART hospitals, and SMART learning technologies to highlight their primary characteristics. The current situation of hospitalized students, particularly those in Dubai, will be discussed to propose an alternative education program to aid them: the Edu-Med Care Model. This model is built on SMART education and healthcare approaches to support the goal of helping students overcome barriers that prevent them from accessing conventional learning spaces. The strengths and limitations of the Edu-Med Care Model will be evaluated.

The Meaning of Online Social Work Education for Students and Faculty during COVID-19: Between Preservation and Change

Abstract Academic online social work (SW) education has developed over the decades, fully transitioning to it following the COVID-19 pandemic. Studies have examined the emotional responses, coping strategies and resilience of faculty and students to this transition. Our aim is to examine online education experiences and their meaning for faculty and SW students following the COVID-19 pandemic. Semi-structured qualitative interviews were audio-recorded, transcribed verbatim and analysed based on principles of thematic analysis. Interviewees included fifteen SW students and fifteen faculty members at schools of SW (n = 30) from universities and colleges throughout Israel, who also participated in a quantitative survey addressing online SW education. Findings include two themes: (i) Between the illusion of intimacy and the illusion of anonymity: Is it so? (ii) Experiences of difficulty, acceptance and choice relating to online education interactions. Both themes refer to interpersonal dimensions of communication and contact between faculty and students and among students. The desire to preserve a traditional education format versus openness to the online platform is discussed using critical reflexivity. Alternative education programmes combining the two should be developed. The unique and deceptive interplay between intimacy and anonymity in the online space should be considered in courses relying on interpersonal interaction and self-disclosure.

BROADENING PARTICIPATION IN STEM THROUGH ALTERNATIVE PREPARATION PROGRAMS: AN EXPLORATION OF RACE, GENDER, AND ADMISSIONS POLICIES IN A CODING AND APPRENTICESHIP PROGRAM

While previous research has explored the entrance and persistence of underrepresented groups in traditional STEM preparation programs, previous research has not explored these trends in alternative STEM preparation programs, such as coding bootcamps, nor the degree to which more equity-focused admissions policies can alter these trends within these types of programs. We fill this gap by examining entrance and persistence patterns across six cohorts of a large coding and apprenticeship program-LaunchCode (N &amp;#61; 4,868). We then leverage a natural experiment in which LaunchCode adopted more equity-focused admissions policies. We focus on three unique phases of LaunchCode's program: admissions, course completion, and employment connection through an accompanying apprenticeship program. We conduct five sets of logistic regression models across both individual and combined program phases with separate interaction terms for admissions policy change and race, gender, and entrance exam test scores. Overall, when we combine admission and course completion phases, we find that Black individuals and individuals with lower entrance exam test scores are no longer at a significant disadvantage after the change in admissions policy, while Hispanic individuals and females appear to have a relative advantage. However, when focusing solely on those who were admitted, we observed increased completion rates only among individuals with lower entrance exam test scores. Moreover, we did not observe any instances of increased persistence for these groups in the models that included the apprenticeship phase. These findings demonstrate the promise of equity-focused admissions policies for increasing access to alternative STEM education programs for women and persons of color, as well as the limitations of these policies for increasing persistence for women and persons of color in STEM.

A Quality School from the Perspective of Parents' Expectations

A child's entry into primary school is an important life event for parents that is accompanied not just by the child’s expectations but also those of the parents themselves. We have attempted to interpret them in the present study, which presents the results of a quantitative research investigation conducted through random multi-stage stratified sampling based on analysing relevant surveys and building on the authors' previous qualitative investigations. The sample studied was 504 parents of pupils in Years 1 and 2 who attended selected primary schools in the 2020/2021 school year. The main data collection tool was an online questionnaire that mapped primary school choice strategies and parents' expectations of the school, schooling, and teachers. These factors were then examined in relation to the variable choice of an educational program and parents' attitudes toward education (an academic approach versus a personalistic one). We found that parents' expectations of school choice are principally divided according to whether respondents believe school should fulfil the more traditional role of education or whether they prefer their children to develop their personalities and seek an alternative educational program or school for their offspring.

대학교육에서 글로벌 서비스-러닝 사례연구: 국내외 난민을 중심으로

This is a case study of Global Service-Learning(GS-L) in university with the theme aimed towards refugees. Due to COIVD-19 pandemic restrictions on oversea travel, an alternative GS-L educational program was developed to prepare, implement, and evaluate volunteer activities on the theme of refugees during the 2021 winter vacation. Special lectures by experts and thematic exploration workshops were designed and operated as education for understanding and empathy on refugee, and special lectures and program development workshops for each activity were designed and operated to prepare for volunteer activities. As the refugee relief organization requested Korean and English classes, art therapy, and learning mentoring, students who have taken the related courses were given priority in the selection process. University students conducted foreign language classes and art therapy using non-face-to-face Zoom meetings with overseas refugees, and for domestic refugees, face-to-face learning mentoring service, social media refugee advocacy activities, design production and volunteer activities were conducted. The participant students developed a sense of global citizenship and showed great growth in exploring their own career paths. This study is meaningful in expanding the field of learning experience to the world and presenting new educational possibilities based on the case of face-to-face and non-face-to-face GS-L focusing on the theme of refugees.

Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020

AbstractAlternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.

Supporting The STEM Aspirations of Youth Who Have Been Pushed Out

A lack of diversity permeates the science, technology, engineering, and mathematics (STEM) field. Under-representation within STEM fields can stifle innovation and progressive approaches to the future of STEM. Traditional STEM pathways focus on identifying participants who show academic promise in schools. One segment of young people, youth who have been ‘pushed out’ of high schools, have often been excluded from STEM pathways. Alternative education programs have the potential to support youth who have been pushed out, to re-engage in STEM. The purpose of this study was to understand what factors contributed to the STEM aspirations of students at Xinaxtli Charter School (XCS), an alternative education program for youth who have been ‘pushed out’ in Southern California. This quantitative study utilized Structural Equation Modeling to analyze a conceptual model for STEM aspirations at XCS. Specifically, this study looked at how each of the following areas—student perception of their science teacher, critical science education, student sense of agency to create knowledge in science class, student engagement in science class, and the relevance of science to the student—impacted student STEM aspirations. The best predictors of student STEM aspirations came from the following factors: (a) relevance of science to students, (b) student sense of agency to create knowledge, (c) and critical science education. Findings from this study provide a framework for educators of STEM classrooms to re-engage youth who have previously ‘pushed out’ of their traditional secondary schools.

Hindistan’da Uygulanan Bütünleştirilmiş Bir Anne-Çocuk Sağlık ve Eğitim Hizmetleri Programı: Bir İnformal Okul Öncesi Eğitim Örneği

Providing high quality and inclusive preschool education for children from families with low socio-economic status especially in developing countries remains a problem to be solved. Within this context, investigating good practices supporting children’s holistic development, well-being and academic success and discussing all aspects of these practices can provide examples for developing countries in making cultural adaptations to their local practices considering their new understanding. An alternative early childhood education program that addresses the needs of the population in its host, India, and introducing this program to field experts and educators was the focus of this current study. The Integrated Child Development Services (ICDS) was launched in 1975. It is a model that differs from other programs for child development and care because it offers the world’s largest mother-child health and education services together. ICDS, which is acknowledged as the flagship program of India, is a governmental program operated through Anganwadi Centers (AWC). The centers serve as an outpost for the first line of health, nutrition, and early learning services for disadvantaged groups including children aged 0 to 6 years, pregnant women, and lactating mothers. This study aims to introduce ICDS to early childhood education professionals, teachers, and policy makers.

Integrated Arts and Culture Education Model for Public Schools in Indonesia

There is an urgency to improve arts and culture education in public schools in Indonesia. Currently, the sector faces various challenges, such as insufficient course hours, limited topics, as well as inadequate number and expertise of teachers. With the Covid-19 pandemic, the situation has become even more precarious. To solve these problems, ARCOLABS organized an alternative arts and culture education program for local public-school students in 2020 as part of the Official Development Assistance (ODA) for Arts and Culture Education. Entitled ‘Made in Cirebon’, this pilot project served as preliminary research to look for the most appropriate models to encourage innovations and sustainability in arts and culture education in local public schools in Cirebon through cooperation with local artists. This project-based study utilized several research methodologies, including seminars and discussions to develop learning contents, implementation of an online/on-site learning model, a mini showcase of learning outcomes by students, along with participant interviews, surveys, and evaluation by all stakeholders to prepare for a successive project in 2021. Through the inclusive, innovative and productive outcomes of the project, this research has drawn several positive conclusions: (1) various genres and disciplines can be integrated into an interdisciplinary subject that could overcome the limited course hours and topics within the school curriculum; (2) local artists can be important artistic and educational assets that could fill the gaps in formal education; and (3) a creative approach to local issues is a significant catalyst for the sustainability of the implemented model.

Trauma and Academic Impact: Stories From At-Risk Youth

Youth continue to leave school prior to earning a high school diploma, despite focused attention and resources on this population of students (Porche, et al., 2011), leaving unanswered questions as to what support this group of students need. Researchers identified attendance, disciplinary issues, and low grade point average, as prevalent in dropouts, but few have explored the story behind the statistics. This study sought to fill this gap in the literature by exploring the role of trauma and Adverse Childhood Experiences (ACEs) in the lives of students at risk for academic failure, by examining their lived experiences. To that end, this study reports the lived experiences of a group of high school students enrolled in an alternative education program in a rural, Pacific Northwest high school. The participants shared the challenges and supports that they believed influenced their academic journey. These challenges and supports were found both at home and in the classroom. Their lived experiences provide compelling rationale for the importance of trauma-informed training for school personnel. By understanding the prevalence of trauma and ACEs, and the connection to academic impact, interventions can be created to support this vulnerable group of learners (Iachini, Petiwala, DeHart, 2016).

Developing a Pedagogy of Restorative Physical Education

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.