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This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
This book brings into focus the innovative methods of learning in many Indian schools. It sheds light on schools that make the learning process fun for the teacher as well as the taught, in contrast to the whirl of examination-oriented learning in mainstream schools. The researched data on alternative schools in the country offer the reader an array of institutions all over the country, where efforts are being made to move away from traditional and mainstream learning. It includes exclusive articles by leading practitioners in the field, who offer an insight into the ground reality when a certain philosophy is applied to a school, and also experiential accounts of how such alternative practices mould the learner, teacher and impact the parent as well. The book also consists of a directory of alternative schools in India, including many schools that are tucked away in remote corners of the country. Interestingly, the common thread binding these ‘alternative schools’ is concern for the welfare of the child by teachers who see their work as much more than a job.
This book examines the European discussion about alternative schooling in the 20th century. It refers to a stream of concepts that are often described as New Education, Progressive Education, Education Nouvelle or Reformpädagogik, and discusses a range of different models of alternative schooling. Exploring the works of a range of continental educational philosophers, including Lietz, Blonsky, Kerschensteiner, Freinet, Decroly and Petersen, the book offers a unique insight into texts not yet translated into English. These educational models are presented with regards to the biographical background of the authors; the crucial elements of their construction; the historical interconnections between schooling, society and culture; and finally their connection to today’s discussions in educational sciences. The book will be highly relevant for researchers and advanced students working on the theory, history and practice of schooling, particularly those with a focus on alternative schooling and the philosophy of education.
This book is designed to give parents and teachers information on the alternative education options available in the UK. It covers three main areas: Outside the state system: small schools; Steiner Waldorf schools; Montessori schools; democratic schools and other schools with alternative philosophies Doing it yourself: setting up a small school or learning centre; educating at home; flexible schooling Alternatives within the state system: how some state schools are finding different ways of working The values, philosophies and methods of each alternative are described, including the first-hand experiences and accounts of children, teachers and parents. There are answers to common questions and useful sources of further information. This accessible and informative book is the ideal introduction for parents deciding how best to educate their children. It will be of interest to teachers looking to build their knowledge of different education philosophies.
This text considers issues in alternative education. It looks at the issues from teaching, learning and research perspectives.
The book is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice.
A comparison of three quite different schools that practice holistic approaches to education.
Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools’ changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers’ influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.
Imagining the universities of the future. How can we re-envision the university? Too many examples of what passes for educational innovation today—MOOCs especially—focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting possibilities for what its future might look like. What if the university were designed around a curriculum of seven broad cognitive skills or as a series of global gap year experiences? What if, as a condition of matriculation, students had to major in three disparate subjects? What if the university placed the pursuit of play well above the acquisition and production of knowledge? By asking bold "What if?" questions, Staley assumes that the university is always in a state of becoming and that there is not one "idea of the university" to which all institutions must aspire. This book specifically addresses those engaged in university strategy—university presidents, faculty, policy experts, legislators, foundations, and entrepreneurs—those involved in what Simon Marginson calls "university making." Pairing a critique tempered to our current moment with an explanation of how change and disruption might contribute to a new "golden age" for higher education, Alternative Universities is an audacious and essential read.
Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to “marry” the proven strengths of both traditional and alternative approaches.