Methodology and Pedagogy used by Alternative Education Instructors in lowering high school attrition rates

By

Acknowledgement

I would like to thank to my supervisor supporting me throughout my project and giving his valuable suggestions. Finally thanks to all my friends and family for their utmost support and inspiration.

Declaration

I, (Your name), would like to declare that all contents included in this dissertation stand for my individual work without any aid, & this dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.

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Abstract

Alternative education programs have played a significant role in catering to students who are on the brink of dropping out of schools. These programs are specifically designed and customized to suit the needs of students who have little success in traditional high-school environment. The reasons are numerous. Various personal and social reasons contribute to this undesired situation. Alternative education programs targets such students, and facilitates them in graduating. Such initiatives operate on the principles of tolerance, flexibility and impart pragmatic and vocational training to let students succeed in their lives. Our present study employs a similar program in a school district in West Virginia, and analyses the role of alternative education programs in lowering high school attrition rates.

Table of Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

TABLE OF CONTENTSV

CHAPTER 1: INTRODUCTION1

What is Alternative Education?2

Background3

Problem Statement6

Purpose of the Study6

Significance of the study7

Significance of the study to leadership8

Nature of the study8

Research questions11

Theoretical framework11

Instructional design theory12

Cognitive load theory13

No Child Left Behind Act of 200117

Strengths and Weaknesses of NCLB17

Definition of Terms19

Assumptions and limitations20

Scope20

Limitations and Delimitations of Design of Study20

Chapter Summary21

CHAPTER 2: LITERATURE REVIEW22

Introduction22

Title Searches, Articles, Research Documents, Journals Researched; Historical Overview; and Current Findings22

Search Technique22

Literature Search22

Objectives of alternative schools23

Teaching and Learning26

Practical Lessons27

Information technology29

Greater transparency, leading to greater quality of services offered by schools31

Vocational training32

The West Virginia district32

The West Virginia context34

Pedagogy35

Learning36

Implications39

Learned Helplessness45

Academic helplessness46

Academic achievement48

Prevention Strategies51

Administrative Attitudes toward Alternative Education53

Conclusion54

Summary55

CHAPTER 3: METHODOLOGY57

Introduction57

Methodological Framework57

Action science58

Implications for the method59

A Case for and Against Action Research60

Participants62

Students62

Teachers62

Instruments63

Data Collection and Processing Procedures64

Design Data analysis65

Data Security: Participant Anonymity and Document Retention66

Pilot Study67

Characteristics67

A) Reflection67

B) Iterance68

C) Collaboration68

D) Role of the Researcher69

Research Tools70

Quality and Verification71

Reliability/Dependability72

Validity74

Ethical Considerations76

REFERENCES77

Chapter 1: Introduction

The phenomenon of introducing alternative education programs formed and developed to fill the gaps that the formal education failed to address. There have been constant concerns over the inability of the formal education system to adequately address the needs of the students. The contribution factors could be large classes leading to divided teacher's attention, inadequate facilities, unavailability of trained personnel to name a few.

Traditional education is appropriate for a majority of students, but for those who do not respond well to formal, traditional education, alternative intervention education programs may be the key. Allington (2009), states that when at-risk students are getting their basic needs met, high self-esteem and empowerment, they feel good about themselves. The likelihood of persistent high truancy, discipline problems, and low academic achievement will not occur as much. Educational programs using strategies often are associated with success in ...