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

Autor/in	Pettit, Trina
Titel	Addressing the Need for an Alternative Education Networking in Rural School Districts
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 1, S.27-36 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pettit, Trina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Nontraditional Education; Networks; Accountability; Educational Improvement; Outcomes of Education; Educational Needs; Rural Areas; Institutional Cooperation; Shared Resources and Services; Program Development; Administrator Education; Faculty Development; Instructional Leadership; Educational Change; Nebraska + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Educational need; Bildungsbedarf; Rural area; Ländlicher Raum; Institute; Co-operation; Cooperation; Institut; Kooperation; Gemeinwirtschaft; Programmplanung; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform
Abstract	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. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01