Alternative Middle School Models: An Exploratory Study

Autor/in	Duffield, Stacy Kay
Titel	Alternative Middle School Models: An Exploratory Study
Quelle	In: Preventing School Failure, 62 (2018) 2, S.83-93 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1376306
Schlagwörter	Nontraditional Education; Middle Schools; Financial Support; State Aid; Grants; Models; At Risk Students; Educational Finance; Educational Resources; Case Studies; Structured Interviews; Principals; Geographic Location; School Buildings; School Personnel; Student Characteristics; Selective Admission; Educational Objectives; Services; Program Effectiveness; Program Evaluation; Documentation; Qualitative Research + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Middle school; Mittelschule; Mittelstufenschule; Finanzielle Förderung; Grant; Finanzielle Beihilfe; Analogiemodell; Bildungsfonds; Bildungsmittel; Case study; Fallstudie; Case Study; Principal; Schulleiter; School building; Schulgebäude; Schulpersonal; Bildungsselektion; Educational objective; Bildungsziel; Erziehungsziel; Dienstleistung; Programme evaluation; Programmevaluation; Dokumentation; Qualitative Forschung
Abstract	A Midwestern state allocated grant funding to encourage more accessible alternative programming at the middle level. Seventeen schools were approved for this grant and used the funds to supplement the operation of a new or existing program. This study provides policymakers and educators with an overview of the various types of alternative middle school programs in the state, focusing on schools that met the qualifications for funding. The study revealed varying models and promising practices for meeting the needs of at-risk youth, and it identified shortcomings such as a lack of adequate funding, gaps in services, and the need for documentation and systematic data collection to determine program effectiveness and better serve students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01