The history, development, and organization of a dropout recovery high school in East Texas /
one purpose of this study was to establish a historical record of a dropout recovery high school. Another purpose was to explore and describe key components which helped this school develop and continue to experience success. Indepth interviews were conducted with twenty-four participants. This st...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=742713101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | one purpose of this study was to establish a historical record of a dropout recovery high school. Another purpose was to explore and describe key components which helped this school develop and continue to experience success. Indepth interviews were conducted with twenty-four participants. This study was conducted using the naturalistic inquiry paradigm. The participants included administrators, teachers, and students. They were asked to identify what was most important to them at this school. Fifty-nine findings emerged during the study. Twelve major findings evolved from this study. First, the leadership style of the principal is laid back and collaborative. Second, the selection of a caring, compassionate, concerned, and innovative staff is paramount in any alternative school. Third, students must make a personal commitment to attend of their own free will. Fourth, there are no rules except to attend and make progress toward personal goals. Fifth, there are no grades given until completion of the course. Sixth, the curriculum is self-paced, interdisciplinary, computer-assisted, and teacher-empowered. Seventh, students participate in a group time weekly, which develops a sense of acceptance. Eighth, monthly graduation is a family celebration, which each graduate considers his/her personal graduation. Ninth, student self-esteem and attitude is constantly addressed. Tenth, students experience hugs from the staff frequently, which helps them feel important and loved. Eleventh, daycare is critical for the many teenage mothers to complete their personal goals. Twelfth, this school is Godcentered. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xiii, 189 leaves : illustrations, maps ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |