A New Beginning: A Case Study of the Establishment of a Rural Community-Based Alternative High School, Emphasizing Basic Academic Skills, with a High Native American Minority Student Population. Volume I. An Occasional Paper Series.

Autor/in	Malmberg, Steven Robert
Institution	Sault Sainte Marie Public Schools, MI.
Titel	A New Beginning: A Case Study of the Establishment of a Rural Community-Based Alternative High School, Emphasizing Basic Academic Skills, with a High Native American Minority Student Population. Volume I. An Occasional Paper Series.
Quelle	(1983), (94 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Education; American Indian Education; Basic Skills; Case Studies; Delinquency; Dropout Programs; Employment Potential; Individualized Instruction; Nonreservation American Indians; Nontraditional Education; Nontraditional Students; Program Evaluation; Rewards; Rural Areas; Secondary Education; Small Classes; Small Schools; Social Change; Statistical Distributions; Student Attitudes; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Basic skill; Grundfertigkeit; Case study; Fallstudie; Case Study; Kriminalität; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Individualisierender Unterricht; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation; Reward; Belohnung; Rural area; Ländlicher Raum; Sekundarbereich; School; Schools; Schule; Sozialer Wandel; Wahrscheinlichkeitsverteilung; Schülerverhalten; Ausbildung; Berufsbildung
Abstract	The case study of the establishment of the rural community-based Sault Ste. Marie Area Public Schools' Alternative High School, emphasizing basic academic skills, and with a high Native American minority student population (16 years or older), shows that alienated youths, when given the opportunity and support, tend to show significant growth in academics and in social rehabilitation. Chapter I discusses demograhics of the service area, local efforts to produce change, formation of the Neighborhood Education Center, selection of a program site, and selection and referral. Chapter II contains the evaluation of the Alternative High School Program (1974-75): description of program objectives and evaluation criteria; and selection of evaluation models for program evaluation, needs assessment, program planning, and formative and summative evaluation. Chapter III examines various program results, i.e., services provided, recognition and exposure, student enrollment and disposition data, performance objective data, and conclusions and recommendations. The last chapter looks at the Alternative High School as a vehicle for educational and social change: factors influencing replication (individualized instruction, reward systems); conducive physical and human factors (low student-adult ratio, caring teachers, affective education, strong administrator); student and parent involvement in decision-making; vocationally oriented components, etc. Appendices list agencies and individuals who contributed to the program and a list of topics covered by "survival" classes; and data on students, staff, program costs, and test results.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC