A Northern Delaware Alternative Discipline School as Intervention for At-Risk Youth

Autor/in	Fuller, William L.
Titel	A Northern Delaware Alternative Discipline School as Intervention for At-Risk Youth
Quelle	(2023), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-6848-7
Schlagwörter	Hochschulschrift; Dissertation; Intervention; Youth; Nontraditional Education; Discipline; Comprehensive Programs; Transitional Programs; Class Size; At Risk Students; Faculty Development; Program Effectiveness; Family Involvement; Peer Relationship; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Jugend; Jugendlicher; Jugendalter; Non-traditional education; Alternative Erziehung; Disziplin; Gesamtunterricht; Klassengröße; Peer-Beziehungen
Abstract	This dissertation closely examines the model of a suburban northern Delaware alternative program. The researcher determined how well this program successfully prepared 52 scholars to successfully transition forward into a comprehensive school. Each student in the study was removed from the comprehensive school and enrolled into the alternative school due to severe maladaptive behaviors, fighting, and truancy. The results suggest that small class sizes, increased teacher to student ratio, and nontraditional approaches, such as strong family rapport and increased student bonding helped to assist with positive outcomes with an at-risk student population. The results also suggest that educating an at-risk population requires ongoing professional development to assist personnel with the most effective and creative ways of educating youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01