Alternative School Research Articles

TYPOLOGY OF ALTERNATIVE SCHOOLS IN THE USA

This article is devoted to the problem of alternative education in the USA. The experience of the development of alternative education in this country is very important for all other countries in the world and especially for Ukraine where we observe really great changes in many fields. They are caused by the pandemia of coronavirus and war (Russian aggression against Ukraine). In such conditions the system of education can’t be the same as it was during the last years. In response to this situation a great interest to the alternative forms of education grew up (distance learning, home-based education etc.). The aim of the study is to investigate the peculiarities of alternative education in the USA and reveal its different forms and types. Theoretical research methods have been used in this study: analysis of scientific sources for the systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of this investigation give possibility to state that alternative education is really very popular in America. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the USA more than two centuries ago. They provide special educational conditions for the personal development of each pupil. This is the maim value of alternative education. Different aspects of alternative education are investigated by such known American scholars as R.Morley, M.Raywid, S.Aronson, R.Butchart, L.Aron, J.Zweig, B.Jacobs. They analyze all types of alternative schools and define their strong and weak features.

Impacts of the COVID-19 pandemic on subjective wellbeing in the Middle East and North Africa: A gender analysis.

The pathways through which the COVID-19 pandemic has impacted population mental health are potentially gendered. Little research has explored these pathways in low- and middle-income country contexts, such as in the Middle East and North Africa (MENA) region, where socioeconomic roles are highly gendered. To address this gap, we examine the relationships between pandemic-related socioeconomic changes and subjective wellbeing in the MENA region. Our core hypothesis is that the COVID-19 pandemic affected men and women's subjective wellbeing differently in part because these effects were mediated by gendered socioeconomic roles. We exploit multiple waves of longitudinal, nationally-representative phone survey data across Egypt, Jordan, Morocco, Sudan, and Tunisia. The data were collected between November 2020 and August 2021 and include 32,296 observations of 20,256 unique individuals. Mental health is measured through the WHO-5 subjective wellbeing scale. Our key independent variables capture pandemic-related employment loss, income loss, experience of limitations on food access, enrollment of children in alternative schooling modalities, and receipt of formal and informal transfers. We find significantly worse subjective wellbeing for women in Egypt and Morocco during the pandemic, but not the three other countries. There were negative associations between employment and income loss during the pandemic and subjective wellbeing, but not gender-differentiated ones. In contrast, high levels of limitations on food access were associated with worse mental health for men than women. Receipt of transfers generally did not have any association with subjective wellbeing. Further research is needed into how social assistance programs implemented in response to pandemics may be designed so as to address the negative mental health consequences of such events.

Educational Challenges of Syrian Children in Lebanon

This paper analyzes the role of alternative schooling systems in Lebanon, in breaking the structures that prevent Syrian refugee children from participating in the education process. Through in-depth interviews and participant observation carried out in 2018 in the Academic Centre of Minyara and the communities of displaced Syrians in the nearby area, I investigate the community-based approach to education in Academic Centre of Akkar. I argue that non-formal education, as it has been integrated into the formal schooling system of Lebanon, has the potential to challenge cultural and social reproduction and facilitate access to education for Syrian children.

The Value of School Quality during a Pandemic

The COVID-19 pandemic transformed the everyday life of U.S. families during 2020. This paper examines how the dramatic changes to schooling during the COVID-19 pandemic impacted the capitalization of established good schools into home prices in the Las Vegas urban area. Our findings show evidence that the pandemic changes negatively impacted the capitalization of school compared to the pre-pandemic period. We provide hypotheses tests for the potential mechanisms behind this effect. We find that the estimated pandemic effect was driven by the combination of a strong housing demand and a more elastic housing supply during the pandemic period. We estimate a flexible hedonic specification which accounts for unobserved neighborhood quality using a combination of spatial and temporal neighborhood fixed effects. Our estimates account for the spatial distribution in COVID-19 cases, school peer effects, alternative school choices and changes in the housing demand and supply over the pandemic period. Overall, the results tend to suggest that the changes took place during the COVID-19 pandemic adversely affected homebuyers’ preferences for neighborhood public schools.

School Dropout among Girls: Reasons and Measures in Community Secondary Schools in Temeke Municipality, Tanzania

Dropout has been identified as one of the major issues in schools, affecting the youth's future. Despite all initiatives to ensure education for all, dropout remains persistent and a challenge towards achieving education for all in Tanzania. This study investigated measures of reducing dropout among girls in community secondary schools in Temeke municipality. Specifically, the study focused on the reasons for girls’ dropout and measures to be employed to manage it. The study adopted a mixed method design targeting community secondary schools in Temeke municipality. A sample size of 169 respondents, including heads of schools, teachers, students, parents, education officers, and ward education officers, was drawn using both purposive and probability sampling techniques. Questionnaire, interview, observation and focus group discussion methods were used to collect primary data, while documentary review was used to collect secondary data. The study discovered that distance from school, family low income, inadequate sanitary pad punishment, economic factors, and poverty and family problems such as family conflicts are the main causes of secondary school dropout for girls in the named municipality. The strategies that have been used to minimize girls’ dropout are education for self-awareness, making connections with at-risk students, alternative schooling, family teacher engagement and strengthening laws. The study recommends some ways of reducing secondary school dropout to include policy innovation to allow stakeholders flexibility in addressing challenges related to dropout. The government should ensure the presence of enough teachers and adequate teaching and learning materials to improve infrastructure, especially toilets for girls.

İlköğretime erişimin mekansal bir analizi

Geographic information systems (GIS) have started to be used in developing information to be used for national and regional development in many areas; however, the use of this system for educational planning has been under-researched. Adopting the case study design, this study evaluated the current locations of primary schools in Afyonkarahisar and offered alternative locations in order to improve access to primary education for the school-aged population using heuristic location-allocation modelling approaches. An intelligent areal interpolation approach was performed to generate the population surface. The demand surface was used as input to a location-allocation analysis, and alternative locations were suggested. With the current distribution of primary schools, the primary school-aged population would have to travel an average distance of 1466.81m to access primary education. The results show that alternative primary school locations decreased the average travel distance by 339.69m, improving overall accessibility to primary schools. The results suggest that geospatial methods can be used to provide documentary evidence to support education planners and policymakers.

Using Digital Book Clubs during the COVID-19 Pandemic to Minimize the Distance of Social Distancing

Due to COVID-19, making transitions from in-person to remote learning has been challenging, especially for educators who work with historically marginalized populations. For the duration of the pandemic, the authors have used books that center social justice in order to facilitate asynchronous and synchronous digital book clubs to build and sustain communities. In doing so, they have supported readers’ literacies while also focusing on building readers’ sense of agency, advocacy, and emotional well-being. The authors used their combined experiences in ways that were culturally sustaining and emotionally responsive to the needs of vulnerable populations consisting of both formerly incarcerated adults and young adults in alternative school districts. Using transactional theories and culturally sustaining pedagogies, this article provides an overview of how the authors facilitated these experiences as healing and nurturing spaces that sustain readers’ literacies while also providing them with coping strategies and opportunities for connections during a global pandemic.

A Study on Teachers’ Perceptions and Experience of Art Therapy Fieldwork for Children and Adolescents with Borderline Intelligence

Objectives The purpose of this study is to find out the direction of art psychological support for children and adolescents with borderline intelligence based on the perception and experience of art therapy practice of teachers at alternative schools for borderline intelligence. Methods The survey in this study was conducted in January 2023 with 13 teachers working in charter schools A and B for borderline intelligent children and adolescents, S city. An in-depth interview was conducted with 4 teachers who were participated in the survey. The survey of the study conducted frequency analysis, and the results of the in-depth interview were cross-analyzed and categorized by three researchers to derive the results. Results As a result, first, it was confirmed that teachers of A and B charter schools for borderline intelligent children and adolescents had a high level of understanding and interest in art therapy. Second, from 2018 to 2022, the satisfaction level of teachers and participating students regarding the art therapy fieldwork conducted at the charter school was also high. Third, concerns about the possibility that charter school students who have had various counseling and treatment experiences in the past may have formed a negative perception of art therapy, and the cause of positive change in students exposed to various environments other than art therapy fieldwork is ambiguous. Limitations such as reduced interest and concentration of students in the art therapy program repeated in units were reported. Conclusions The results of this study are meaningful in that they confirmed teachers' perceptions and experiences of art therapy fieldwork in charter schools for children and adolescents with borderline intelligence. It is expected to contribute to the emotional well-being, improvement of sociality, and school adaptation of children and adolescents with borderline intelligence who are the beneficiaries of art therapy intervention in charter schools for children and adolescents with borderline intelligence.

대안학교 표준교육비 산출에 관한 탐색적 접근

The purpose of this study is to devise a method for calculating the standard education costs of alternative schools and to calculate the standard education costs. To this end, this study develops a standard education cost calculation model based on the education cost difference. Then, this study estimates the unit cost in school, class, and student level, and calculates the standard education costs of alternative schools. The standard education cost model proposed by this study is an 'education cost difference model', which follows a below procedure: 1) selecting a standard school by school level 2) calculating the educational cost difference between alternative schools and general schools, and 3) calculating the unit cost of alternative schools by manupulating the unit cost provided by KEDI. As a result of the analysis, in the case of an alternative elementary school, the unit price for students was 1,396,000 won, the unit price for a class was 10,545,000 won, and the unit price for schools ranged from 586,008,000 won (3 classes) to 700,536,000 won (12 class). In the case of alternative middle schools, the unit price for students is 1,717,000 won, the unit price for classes is 13,081,000 won, and the unit price for schools is between 746,229,000 won (3 classes) and 874,058,000 won (12 classes). For alternative high schools, the unit price for students was 1,672,000 won, the unit price for a class was 12,432,000 won, and the unit price for schools ranged from 716,203,000 won (3 classes) to 862,324,000 won (12 classes). Based on this, this study proposes the revision of related laws so that policy makers could stably support grants essential to the curriculum and school operation of alternative schools.

BUSPERAK: Menilik Kebaharuan Kurikulum Merdeka Melalui Pengembangan Bahan Ajar

The independent curriculum emphasizes literacy skills, including critical thinking and communicative skills as outlined in the teaching materials. The advantages of busperak teaching materials are QR codes, internet searches, and reinforcement of material for each chapter. The aim of this research is alternative high school level textbooks for grade XI because there are still few textbooks that adopt the independent curriculum. Research and development using ADDIE models the reseach methodology to produce busperak. The research instrument used validity sheets and questionnaires. The method of data analysis applies a descriptive percentage. Descriptive percentage technique is the process of converting quantitative data into qualitative data by analyzing the level of validity Implications showed that the media validity results scored 4.6, the material validity test scored 4.8 and the language validity test scored 4.6. Thus, the results of busperak validation obtained a validity level of 90% having an excellent category. Even while the small groups find trial show a percentage of 82% in media test, the material validity test gets a percentage of 79%, and the language validity test gets a percentage of 74%. So, total average result of the busperak product trial has a percentage of 78.333%. Thus, the busperak is categorized as good and suitable and can be applied at school.

Understanding middle and high school student preferences for acknowledgements in the context of schoolwide PBIS

When implementing schoolwide PBIS in secondary schools, creating effective acknowledgment systems for expected student behavior can be challenging. To overcome this challenge, it is helpful to understand acknowledgement preferences from the student point of view. In this study, we surveyed students in three middle, two traditional, and two alternative high schools to understand their preferences. When presented a list of options, most students endorsed positive notes sent home, free time/fun activity, and snacks. Few students endorsed eating lunch with an adult, wearing something fun, earning a special job in class, and public recognition. School leaders are encouraged to engage students directly by asking them their acknowledgement preferences and adjusting their practices to fit the preferences of their students.

Study of Out-of-School Youth Issues through Topic Modeling

본 연구는 교육부가 시･도교육감의 학교 밖 청소년 지원 책임을 명시한 법 제정을 추진하고 있는 시점에서, 현재 정부에서 학교 밖 청소년에게 주로 제공하는 지원 외에 제도적으로 확장할 수 있는 지원 분야에는 무엇이 있는지 알아보고자 하였다. 이를 위해 2018년부터 2022년까지 학교 밖 청소년을 주제어로 한 뉴스 기사 1,799건을 대상으로 텍스트마이닝 기법인 LDA를 기반으로 한 토픽모델링 분석을 실시하여 언론에서 주로 다루고 있는 토픽을 분석하였다. 그 결과 ‘검정고시 및 대입지원’, ‘직업체험훈련’, ‘건강검진 및 전용공간 지원’, ‘문화예술 프로그램’, ‘공립 대안학교 등 지원정책 수립’, ‘창업･자립 지원’, ‘후원금 기부’, ‘교육재난지원금 지급’, ‘교육수당지급 등 교육청 지원’, ‘지역사회 상호 재능기부’ 등 총 10개의 토픽이 도출되었다. 이 중 현 정부에서 주로 지원 중인 분야를 제외하면, ‘문화예술 프로그램’, ‘공립 대안학교’, ‘교육재난지원금 및 교육수당 지급’, ‘지역사회 재능기부’ 등에 관한 내용이 새로운 토픽으로 등장하였음을 알 수 있다. 분석 결과에 따라 새롭게 등장한 토픽에 대해 학교 밖 청소년 지원 제도에 반영할 수 있는 방안을 제시하고 추가적으로 이루어져야 할 연구를 제안하였다.This study aimed to find out what support areas that can be extended institutionally besides the support currently provided by the government to out-of-school youth. To this end, topic modeling analysis based on LDA, a text mining technique, was conducted on 1,799 news articles with out-of-school youth as the theme from 2018 to 2022 to analyze topics mainly covered by the media. As a result, ‘GED and college entrance support’, ‘Job experience training’, ‘Health checkup and dedicated space support’, ‘Cultural arts program’, ‘Public alternative school support policy establishment’, ‘Start-up and self-reliance support’, ‘Sponsor money Donation’, ‘Education disaster support fund’, ‘Education allowance payment’, ‘Mutual talent donation’ a total of 10 topics were derived. Among them, excluding the fields mainly supported by the current government, new topics such as ‘culture and arts programs’, ‘public alternative schools’, ‘educational disaster subsidies and payment of education allowances’, and ‘community talent donation’ have emerged as new topics. According to the results of the analysis, new topics that have emerged were proposed to be reflected in the out-of-school youth support system, and additional research to be done was suggested.

중등 대안학교 온돌 교육 프로그램 설계에 관한 연구

중등 대안학교 온돌 교육 프로그램 설계에 관한 연구

A Narrative Exploration of Adolescents' Self-Awareness in Self-Portrait: Focusing on multicultural art education

본 연구는 다문화 미술교육에 기반한 자화상 표현 활동을 통해 청소년의 자아 인식의 순간과 이에 따른 변화를 분석하는 질적 연구이다. 청소년이 타인과의 상호작용 경험 속에서 여러 상황들을 미술로 표현하는 과정에서 어떤 자아 인식의 변화를 나타내는지 드러내는데 연구의 목적이 있다. 이에 본 연구에서는 다문화 미술교육을 실행하여 자기 이해로서 미술의 의미를 분석하고자 자신을 표현하는 도구인 자화상 미술 활동을 중심으로 자아 인식 미술 프로그램을 설계하고 기독교 대안학교에 재학 중인 남자 청소년을 1명을 대상으로 미술 활동과 심층 인터뷰를 진행하였다. 수집한 자료는 코딩 작업을 통해 범주화하고 분석 및 해석하였다. 이에 자신에 대해 모호함을 가진 연구 참여자가 미술교육 프로그램을 통해 나와 나를 둘러싼 사회의 다양성을 이해하는 긍정적 자아 형성으로 이어졌다. 내러티브 탐구 방법을 활용한 본 연구는 청소년의 자아 인식에 미술교육이 갖는 의미와 역할을 실제적인 경험을 통해 드러냈다는 점에서 의의가 있다.This study is a qualitative study that analyzes the moments of adolescents' self-awareness and changes accordingly through self-image expression activities based on multicultural art education. The purpose of the study is to reveal what changes in self-awareness are expressed in the process of expressing various situations in art in the experience of interaction with others. Therefore, in this study, in order to analyze the meaning of art as a self-understanding by implementing multicultural art education, a self-recognition art program was designed centering on self-portrait art activities, and art activities and in-depth interviews were conducted with one male teenager attending a Christian alternative school. The collected data were categorized, analyzed, and interpreted through coding work. Accordingly, research participants with ambiguity about themselves came out through art education programs and led to the formation of a positive self that understood the diversity of the society surrounding me. This study using the narrative inquiry method is meaningful in that it revealed the meaning and role of art education in adolescents' self-awareness through practical experience.

Addressing the Need for an Alternative Education Networking in Rural School Districts

Recent legislative efforts have been aimed at increasing the accountability of schools to meet the educational needs and improve outcomes for students. States and districts across the nation have responded differently. One emerging pattern has been the rise in alternative schools which address the educational needs of students unsuccessful in traditional school settings. Although alternative schooling is becoming more common, there is minimal guidance to establish programs and train professionals to teach and lead them. This Dissertation in Practice (DiP) examined current alternative programs in a rural region of Nebraska and then designed a collaborative networking system that could promote the growth and development of alternative programs through shared resources and expertise and meaningful inquiry into current practices. While this article is an obvious outcome of this dissertation research, so too is the still-incipient network of alternative educators who assisted with this inquiry.

대안교육 특성화중학생의 학교선택동기, 특성화수업만족도와 진로준비행동의 관계에서 학교적응의 매개효과

대안교육 특성화중학생의 학교선택동기, 특성화수업만족도와 진로준비행동의 관계에서 학교적응의 매개효과

PARENTS - FOUNDERS OF ALTERNATIVE SCHOOLS IN THE REPUBLIC OF CROATIA

The traditional school system has not met the needs of students for many years. Parents, in order to allow their children to move away from the rigid class-subject-hour system, established schools. The founders of alternative schools can be citizens, parents and teachers, religious communities as well as other legal entities. These are the so-called free schools, civic educational initiatives, reform pedagogical attempts, educational boarding schools, etc. The aim of this paper is to present the pedagogical concepts and ideas of schools in the Republic of Croatia whose founders are parents. The paper presents the basic pedagogical principles and aspects of teaching Waldorf and Montessori pedagogy based on educational pluralism, a brief overview of partnership between parents and schools in Croatia and the educational model of primary Catholic schools “Ružičnjak” and “Lotrščak”. The observed schools are located in Zagreb and have only one goal - to adapt the school to the child. An effort is made to provide each student with an individual approach. The starting points are the child’s needs and interests. These are the schools where students have freedom of choice. The goal of ing and education is the holistic development of the child. The emphasis is on active learning methods and abandoning didactic scenarios in which the child is only a passive observer. Keywords: alternative schools; catholic schools; educational pluralism; partnership; parents

A Study on Mutual Recognition and Relationship Characteristics between Parents and Teachers of Alternative Schools: Focus on the Case of An Unauthorized Christian Alternative School

교육의 3주체로서 교사, 학생, 학부모가 함께 만들어가는 학교를 위해서 학부모와 교사의 파트너십이 필요하다는 주장이 꾸준히 제기되고 있다. 하지만 그 필요성과는 달리, 학교 현장에서는 오히려 상호 불신이 깊어지고 있으며, 학부모와 교사 관계의 부정적인 경험의 사례들이 일반화되고 있다. 이 연구의 목적은 대안학교 맥락에서 학부모와 교사의 상호 인식과 관계의 특징을 살펴보고, 이를 통해 학부모와 교사 간 파트너십의 가능성을 탐색하는 것이다. 이를 위해 경기도에 소재한 설립 12년 차인 한 종교계 미인가 대안학교로 ‘나무 학교’(가명)를 사례로 선정하였으며, 해당 학교의 학부모와 교사 총 6명을 연구참여자로 선정하여 심층 면담을 통한 질적 사례연구를 수행하였다. 연구 결과는 다음과 같다. 첫째, 나무 학교 학부모와 교사는 서로를 ‘차원이 좀 다른 열심을 내는 학부모’, ‘교육에 진심인 교사’, ‘욕심을 조율하는 학부모와 교사’로 인식하고 있었다. 둘째, 나무 학교 학부모와 교사의 관계는 ‘상호 선택과 적극적 참여로 깊이 교류하는 관계’,‘한 아이의 성장을 목표로 소통하는 관계’, ‘전문적 소통으로 신뢰와 안정을 주고받는 관계’의 특징을 나타냈다. 이상의 결과를 바탕으로 공교육 현장에서 학부모와 교사의 관계 개선을 위한 시사점을 논의하였으며, 학부모와 교사의 관계가 파트너십으로 나아갈 수 있기 위한 개선 방향을 제안하였다.The purpose of this study is to explore the possibility of partnership between parents and teachers by examining how parents and teachers in alternative schools perceive each other and what the characteristics of the relationship are, as well as to find implications for public education. As a qualitative case study, this study selected ‘Namu School (assumed name)’ located in Gyeonggi-do as a case, which is an unauthorized Christian alternative school established 12 years ago. The research participants were a total of six parents and teachers at Namu School. Data were collected through in-depth interviews. The research results are as follows. First, parents and teachers at Namu School recognized each other as ‘parents who show enthusiasm on a different level’, ‘teachers who are sincere in education’, and ‘parents and teachers who coordinate greed’. Second, the characteristics of relationship between parents and teachers at Namu School showed ‘deeply interacting with each other by mutual choice and active participation’, ‘mutual communication aimed at the growth of a child', and ‘giving and receiving trust and stability through professional communication.’ Based on these results, this study discussed ways to improve the relationship between parents and teachers in public education to achieve partnership.

Assessment of Public Services Distribution in African Urban Areas: a Cost-Benefit Analysis Based on Bid Rents from Spatial Interaction Models

The paper proposes a cost-benefit analysis of alternative school networks that are otimized to cover the territory of the central part of Huambo Municipality in Angola. Benefits comes from increases in housing prices associated with changes in employment generated by schools, evaluated by variations in values of real estate estimated by the bid-rents of a spatial interaction model using hedonic regression methods. Costs are associated with construction and functioning of schools. The more advisable school networks alternatives are the ones that optimize the coverage of the region with education services while securing individual viability of each one of the schools.

생태환경 콘텐츠 제작 활동 및 퍼포먼스를 연계한 IT 캠프 운영 사례

This study aims to help students carry out their creative projects by producing media through design-based coding camp while awakening the importance of the ecological environment. The subject of this study is two IT camp programs that produce ecological environment contents and link performances for elementary, middle and high school students. The first case is a camp where about 50 elementary and middle school students near Suncheon City come up with ideas related to the ecological environment for 6 weeks from August 2021. The second case is a program in which five high school students from a public alternative school compose an ecological environment story and produce props for three weeks from September 2021 and then perform a reading performance. As part of the case study, the results of analyzing the students’ outputs, student activity videos, and instructor interviews are as follows. First, elementary and middle school students developed the ability to carry out creative projects through convergence activities such as producing and performing scratch animations and Arduino LEDs after creating a story about ecological environment conservation. Second, high school students generally showed the importance of collaboration and design-based project execution capabilities through ecological environment content production activities and performance experiences. In addition, the characteristics of IT-based convergence camps and implications for the quality improvement of camp programs were presented.