At-Risk Students' Perceptions of Traditional Schools and a Solution-Focused Public Alternative School

Autor/inn/en	Lagana-Riordan, Christine; Aguilar, Jemel P.; Franklin, Cynthia; Streeter, Calvin L.; Kim, Johnny S.; Tripodi, Stephen J.; Hopson, Laura M.
Titel	At-Risk Students' Perceptions of Traditional Schools and a Solution-Focused Public Alternative School
Quelle	In: Preventing School Failure, 55 (2011) 3, S.105-114 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Traditional Schools; Nontraditional Education; Qualitative Research; Student Attitudes; Research Methodology; Dropouts; At Risk Students; Teaching Methods; Interviews; Underachievement; Teacher Student Relationship; Guidelines; Peer Relationship; Maturity (Individuals); Texas + Suchen Sie Ihr Suchwort? Traditioneller Unterricht; Non-traditional education; Alternative Erziehung; Qualitative Forschung; Schülerverhalten; Research method; Forschungsmethode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Performance deficiency; Leistungsschwäche; Teacher student relationships; Lehrer-Schüler-Beziehung; Richtlinien; Peer-Beziehungen; Reifung
Abstract	Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting consequences of underachievement and dropout. Few research studies have sought the opinions and perceptions of the at-risk students who attend alternative schools through qualitative research methods. This study used qualitative interviews to explore at-risk students' perspectives about their current alternative school and their former traditional schools. Results indicate that traditional schools are lacking the personal relationships with teachers, schoolwide focus on maturity and responsibility, understanding about social issues, and positive peer relationships that alternative schools often provide. This article offers guidelines to help schools and educators to better support at-risk students. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10