Building Capacity and Connectivity for Alternative Education
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Pedagogical Quality in Preschool an Issue of Perspectives
GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 160 Sonja Sheridan Pedagogical Quality in Preschool An issue of perspectives ACTA UNIVERSITATIS GOTHOBURGENSIS ISBN etc. To my dearest loved ones: my husband Joseph, my daughter Tina and my son Tony Abstract Title: Pedagogical Quality in Preschool – An issue of perspectives Language: English Keywords: Pedagogical quality, external evaluations of pedagogical quality, self- evaluations of pedagogical quality, a model of competence development, children’s rights ISBN: 91-7346-403-1 The main aims of this thesis on the pedagogical quality in preschool are: to define and describe a pedagogical concept of quality; to explore how quality is experienced and valued from different perspectives; to find out what characterises a pedagogical environment of high quality; and to discuss how those characteristics can be used to improve the quality of pre- school. The thesis comprises four studies, a meta-perspective of the results of these and a theoretical framework. Two studies were part of a project, which aimed to improve the peda- gogical quality in 20 preschools. The use of both external and self-evaluations of quality with ECERS gave an opportunity to compare these evaluations with one another as well as using the results to plan the content of a targeted development programme. In the third study, three preschools evaluated to be of low quality and three of good quality were selected for in-depth studies. Thirty-nine five-year-old children were interviewed about their conceptions of decision-making and how they experienced their possibilities for exercising influence in their own preschool. In a comparative study between Germany and Sweden, researchers made parallel and independent evaluations of the quality with ECERS in 20 preschools, 10 in each country. -
History Invades the Preschool Classroom
Journal of Modern Education Review, JSSN 2155-7993, USA June 2013, Volume 3, No. 6, pp. 478-483 ©.Academic Star Publishing Company, 2013 http://www.academicstar.us History Invades the Preschool Classroom Bobbie Gibson Warash, Jessica Day, Melissa Workman, Jessica Troilo, Keri Law, Meghan Devito (West Virgiltia University, 507 Allen Hall, Morgantown WV 26506-6122, USA) Abstract: Young children in a university nursery school engaged in a personal history project. Even with obvious developmental limitations to understanding past events, young children investigated occurrences of the past related to their families. The concepts of centration, reversibility, and transductive thinking impact the cognitive thinking ofthe young child and certainly present a limitation in young children's s~dy of history in the typical manner. However, accounting for these limitations of a young child's thinking, it is important to understand and respond to their capabilities. With this in mind, a simple pictorial family tree was designed and completed by parents. The tree listed only immediate family members as far as the great great grandparents. Interesting tidbits about the family member were included and used to entice the children in their personal study. The results of the project were multifaceted with the engagement of not only children but family members. Key words: early childhood, project, history 1. Introduction Imagine, a young child talking to another child on the preschool playground about how the computer his grandfather used was as large as the school. Using the personal infonnation provided by his parents about his grandfather, the teacher helped Sam visualize the size of the large computer of the early 1970's by using yarn the same length as the circumference of the computer. -
TITLE EA 006 189 Alternative Education: an Introduction, A
DOCUMENT RESUME ED 091 833 EA 006 189 TITLE Alternative Education: An Introduction, a Special Report on Pasadena, California, and a Bibliography. Oregon School Study Council Bulletin, Vol. 17, No. 10. INSTITUTION Oregon School Study Council,, Eugene. PUB DATE Jun 74 NOTE 36p. AVAILABLE FROM Oregon School Study Council, 124 College of Education, University of Oregon, Eugene, Oregon 97403 ($2.03) EDRS PRICE MF-$0.75 HC-$1.$5 PLUS POSTAGE DESCRIPTORS *Administrator Guides; *Alternative Schools; *Annotated Bibliographies; Educational Change; Educational Trends; Elementary Schools; *Information Sources; *Program Descriptions; Secondary Schools IDENTIFIERS California; Pasadena ABSTRACT The rapid increase in the number of alternative schools in the past two years suggests that today's educator should closely examine the topic--whether with a view toward promoting such options or simply in the interest of keeping abreast of major developments that affect American education. This btilletin givesan introductory overview of the alternative school movement and an informal report on the Pasadena Public Schools, a system that successfully utilizes several different kinds of alternatives. Also included in the publication are an annotated bibliography and other sources of information on educational alternatives. These sources include organizations, resource people, ERIC documents (annotated), books, and periodicals. (Author/DN) 1 TV' U S DEPARTMENT OF HEALTH, EDUCATION IWELFF,RE NATIONAL INSTITUTE OF EDUCATION IHI, DOCUMENT HAS BEEN REPRO EU EXACTLY AS RECEIVED FROM iHE PERSON OR ORGANUATION ORIGIN teN At 1Nr; IT POiN1S0i VIEW OR OP.NIONS STATED 00 NOT NECESSARILY REPRE r Ns\ SENT OFFICIAL NATIONAL INSTITUTE Of co EDO- ATION POSIIGN OR POLICY r-4 4 @MC [Pall LF-TIO ALTERNATIVE EDUCATION: An Introduction, a Special Report on Pasadena, California, and a Bibliography Individual copy - $2.00 Quantity price available on request TABLE OF CONTENTS Page INTRODUCTION 1 PASADENA. -
SBCUSD Student Services - Alternative Programs Professional Development Center Bldg
SBCUSD Student Services - Alternative Programs Professional Development Center Bldg. 4030 Georgia Blvd., San Bernardino, CA 92407 Office 909.473.2080 Rose Ann Bomentre, Director Colleen Williams, Coordinator CONTENTS Alternative School Placement Committee………………………….. Page 3 Sierra & San Andreas High Schools………………………………... Page 5 Destination Diploma…………………………………………………. Page 7 Alternative Learning Center Long-Term Independent Study……………………………………....... Page 8 Short-Term Independent Study……………………………………....... Page 9 Community Day School……………………………………………… Page 11 Assessment Policy – Student Transfers……………………………... Page 12 Forms SBCUSD Alternative Schools Placement Application………………... Page 14 Destination Diploma Orientation Sample……………………………... Page 15 Long-Term Independent Study ……………………………………….. Page 16 Short-Term Independent Study……………………………………….. Page 17 2 ALTERNATIVE SCHOOL PLACEMENT COMMITTEE Purpose: The Alternative School Placement Committee consists of an Administrator or designee and/or Head Counselor represented from each high school (comprehensive and alternative settings) who meet 6-7 times per year to review and place students in an alternative school setting based on academic, social, or emotional developmental needs. Alternative School Placement Committee 1) Prior to each Alternative School Placement meeting, alternative schools will notify the Principals and Head Counselors from each high school on the number of students they are requesting based on current enrollment and capacity. 2) All comprehensive high schools will bring their completed Alternative School Placement Applications to scheduled committee meetings (6-7 times per year) for review and placement of students prior to the next scheduled intake date. 3) If the student is referred to Community Day School in grades 2 -8, one representative from the Elementary/Middle School must be present. 4) The school rep may submit an application for special consideration to the committee for students who do not meet the alternative school placement criteria who are at least 16 years old. -
Powerful, Joyful, Rigorous Language and Literacy Learning
A Preschool – 5th Grade Model Preschool Powerful, Joyful, Rigorous Language and Literacy Learning SOBRATO.ORG THE SEAL MODEL POWERFUL LANGUAGE LEARNING INTRODUCTION SEAL is a preschool through third grade program of the Sobrato Family Foundation. SEAL is designed to build the capacity of preschools and elementary schools to powerfully develop the language and literacy skills of young Dual Language/English Learner children, to support development, and to close the academic achievement gap by fourth grade. It is also a model of language-rich, joyful and rigorous education for all children. SEAL develops rich, powerful language and literacy in the context of delivering a full curriculum. SEAL classrooms are alive with language! Language and literacy education is woven into all aspects of the school day. Children use high-level, complex language to talk about what they are learning, express their feelings and thoughts, ask questions, make predictions, and think through solutions to academic and social problems and tasks. Teachers model rich, expressive language and create environments where vocabulary and Teachers model rich, expressive language concepts come to life. Children learn through active hands-on, and create environments where academic play-based, project-based, inquiry focused opportunities to vocabulary and concepts come to life. engage with their world. For young Dual Language Learners, SEAL creates the learning conditions that build language and literacy skills necessary for participation in their multiple language and cultural worlds, the academic world and their communities. Whenever possible, SEAL promotes the development of biliteracy, affirming and supporting home language for Dual Language Learner children and families, and developing high levels of proficiency in both Spanish and English. -
DOCUMENT RESUME Alternative Schools: Caring for Kids On
DOCUMENT RESUME ED 422 634 EA 029 315 TITLE Alternative Schools: Caring for Kids on the Edge. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 41p.; Printed on colored paper. CONTRACT RJ96006501 PUB TYPE Collected Works - Serials (022)-- Reports Descriptive (141) JOURNAL CIT Northwest Education; v3 n4 Sum 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescents; At Risk Persons; *Educational Innovation; Educational Principles; Experimental Schools; *High Risk Students; High Schools; *Nontraditional Education IDENTIFIERS United States (Northwest) ABSTRACT This theme issue presents an overview of alternative high schools that serve at-risk students. It opens with an essay on "Learning from the Margins," offering insights on the need for alternative schools, definitions of what constitutes an alternative school, how such schools succeed, and how alternative schools use new ideas to reach students. Four schools are profiled: Mat-Su, a school north of Anchorage, Alaska, which accepts students between the ages of 15 and 21 who are considered at-risk; Portland Night High School (Oregon), which helps students complete their secondary education even if they have already started a job or a family; the Open Meadow Learning Center, a private high school in Portland (Oregon) that uses relationship-based learning to teach life-skills development, preemployment training, peer-advocate groups, and other skills; and Meridian Academy near Boise, Idaho, a small alternative school that emphasizes the importance of each student and fosters a family-like atmosphere. Each profile features information on teaching strategies, the unique approach each school takes to meet the needs of its students, and other alternative school techniques. -
Preschool Educational Practice Guidelines for Preschool Teachers
STATE OF ISRAEL MINISTRY OF EDUCATION PRESCHOOL EDUCATION DIVISION PRESCHOOL EDUCATIONAL PRACTICE GUIDELINES FOR PRESCHOOL TEACHERS תש”ע - 2010 1 Co-Authors: Aviva Sverdlov Ora Goldhirsch Dr. Ester Barocas Esther Ron Graciela Budnick Hava Biger Tova Shmueli Judith Finkiel Monica Winokur Mia Ronis Martine Worms Dr. AnatSela Fatma Kasem Ronit Amir Shirit Tallis SaritaSpokojny Tamar Eilon Coordinator: Sima Hadad Ma-Yafit, Head of Preschool Education Division Academic and Technical Reviewers: Prof. Eva Teubal Dr. Rina Michaelovitz Published by: Gaaf Advertising, Ministry of Education עשייה חינוכית בגן הילדים קווים מנחים לצוות החינוכי 2 TABLE OF CONTENTS Preface 4 Introduction 7 Preschool Teachers’ Commitment 8 Developmental Processes in Preschool Age Children 11 Optimal Preschool Climate 13 Preschool Staff 16 Class Organization and Administration 18 Educational Goals, Work Plans and Syllabus 22 Preschool Curricular Content 32 Working in Small Groups 35 Adapting Teaching Practice to Children’s Ways of Learning 37 Parents as Partners in the Educational Processes 40 References and Professional Literature Recommended for Further Reading 44 APPENDICES Appendix 1 - Optimal Preschool Climate 47 Appendix 2 - Suggested Daily Schedule for the Extended- Day Preschool in the “New Horizons” Program 53 Appendix 3 - Operational Aims, Goals and Expected Behaviors following the Core Curriculum 60 Appendix 4 - A Strategy for Teaching-Learning in Small Groups 67 3 PREFACE The essence of preschool activity centers on the child and the educational process. The continuous educational process in the school system places particular emphasis on the children’s individual personality from the moment they start preschool, providing for their physical, emotional, social and intellectual needs, allowing them to fulfill their potential, develop their inner creativity and widen their fields of interest. -
2020-21 Alternative Education School Reopening Plan
~~ Sonoma County 0 ~ Office of Education Alternative Education 2020-21 ALTERNATIVE EDUCATION DRAFT SCHOOL REOPENING PLAN INTRODUCTION As a result of the COVID-19 pandemic and state of emergency declared by Governor Gavin Newsom, SCOE Alternative Education suspended in-person learning on March 23, 2020. Parents, staff and students had to quickly make the shift from daily, in-person instruction and support to distance learning. This School Reopening Plan and the program Continuity of Learning and Attendance Plan are being developed with service to our students and families as the foundation and equity and access at the core. Since March, program director, Georgia Ioakimedes, has been involved in meetings with County Superintendent Steven Herrington and district Superintendents, as well as with other staff in the educational community. She has also been engaged in conversations with program service providers and agency partners. Executive Order N-56-20 was established on April 22, 2020 to address the impact of continued school closures in response to the COVID-19 pandemic and the local educational agencies’ (LEAs) ability to conduct meaningful annual planning, and the ability to meaningfully engage stakeholders in these processed. The order established a reporting requirement to provide an overview of changes to program offerings LEAs were making in response to the COVID-19 emergency The SCOE Alternative Education program developed a COVID-19 Written Report that outlines the major impacts on students and families, and how the program is meeting the needs of unduplicated students. The COVID-19 Written Report includes steps the program has taken to: • Deliver high quality distance learning opportunities; • Provide school meals in non-congregate settings; and • Arrange for supervision of students during ordinary school hours. -
Alternative Schools Literature Review
Last updated: 2001 www.ojjdp.gov/mpg Alternative Schools Alternative schools are essentially specialized educational environments that place a great deal of emphasis on small classrooms, high teacher-to-student ratios, individualized instruction, noncompetitive performance assessments, and less structured classrooms (Raywid 1983). The purpose of these schools is to provide academic instruction to students expelled or suspended for disruptive behavior or weapons possession, or who are unable to succeed in the mainstream school environment (Ingersoll and Leboeuf 1997). Theoretical Foundation Alternative schools originated to help inner city youth stay in school and obtain an education (Coffee and Pestridge 2001). In theory, students assigned to alternative schools feel more comfortable in this environment and are more motivated to attend school. Students attending these schools are believed to have higher self-esteem, more positive attitudes toward school, improved school attendance, higher academic performance, and decreased delinquent behavior (Cox, 1999; Cox, Davison, and Bynum 1995). As a result, many alternative schools are being used to target delinquent youth (Gottfredson 1987; Arnove and Strout 1980). These schools serve the dual purpose of reinforcing the message that students are accountable for their crimes and removing disruptive students from the mainstream. In general, alternative schools assess academic and social abilities and skills, assign offenders to programs that allow them to succeed while challenging them to reach higher goals, and provide assistance through small group and individualized instruction and counseling sessions (Ingersoll and Leboeuf 1997). In addition, students and their families may be assessed to determine whether social services such as health care, parenting classes, and other program services are indicated. -
Regional Alternative Education Programs
VIRGINIA BOARD OF EDUCATION 2005 Annual Report REGIONAL ALTERNATIVE EDUCATION PROGRAMS PRESENTED TO GOVERNOR MARK R. WARNER AND THE VIRGINIA GENERAL ASSEMBLY October 26, 2005 DEPARTMENT OF EDUCATION P.o. Box 2120 Richmond,Virginia 23218-2120 Jo LYNNE DEMARY, Ed.D. Office: (804) 225-2023 Superintendentof Public Instruction November4, 2005 Fax: (804) 371-2099 The HonorableMark R. Warner Governor of Virginia Patrick Henry Building, 3rd Floor Richmond, Virginia 23219 Membersof the GeneralAssembly of Virginia StateCapitol Building Richmond,Virginia 23219 Dear GovernorWarner and Membersof the GeneralAssembly: Pursuant to Section 22.1-209.1 :2 of the Code of Virginia, I am pleased to submit the 2005 Annual Report on Regional Alternative Education Programs. The report was approved at the October 26,2005, meeting of the Board of Education. Section 22.1-209.1:2 of the Code requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. If you have questions or require additional infonnation, please do not hesitate to contact Ms. Diane Jay, education specialist, at (804) 225-2905 or Diane.J av(Q),doe.vir2:inia.2:ov. Sincerely, ~Jo Lynneo(~~)t.o')t."..J DeMary k;;;~/ .:::.., rJ JLD/dj Enclosure cc: Mr. ThomasM. Jackson,Jr., President,Virginia Board of Education VIRGINIA BOARD OF EDUCATION PREFACE Section 22.1-209.1:2 of the Code of Virginia requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. -
Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif
DOCUMENT RESUME ED 293 198 EA 019 888 AUTHOR Garrison, Ronald W., Ed. TITLE Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif. SPONS AGENCY Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention. PUB DATE Nov 87 GRANT 85-MU-CX-0003 NOTE 43p.; Articles attached may not reproduce well. PUB TYPE Information Analyses (070) -- Reports - Evaluative /Feasibility (142) Viewpoints (126) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Community Involvement; Cultural Pluralism; Delinquency Prevention; Dropout Prevention; *Educational Trends; Elementary Secondary Education; *Futures (of Society); *Grouping (Instructional Purposes); *High Risk Si-'dents; *Nontraditional Education; Parent Schc.. Relationship; Public Schools; School Choice; School Demography; School Safety; Socioeconomic Influences; *Youth Problems ABSTRACT This paper surveys the demographic, historical, and research issues related to alternative education; describes successful models for disruptive and at-risk youth; and suggests hew local areas might achieve safety in their schools. Programs for disruptive youth are forecast to grow through the 1990s; approximately 35 percent of school districts presently have alternative school programs. Alternative placement addresses a variety of needs for many groups, including juvenile offenders and students of diverse ethnic and social backgrounds, who may simply require the individualized attention such -
1 the Increasing Need for Quality Alternative Education—A School
1 The Increasing Need for Quality Alternative Education—A School Counselor’s Perspective Scott L. Howell, R. Dwight Laws, Russell Bryant, and Ellen Williams Brigham Young University The Increasing Need for Quality Alternative Education 2 Abstract This study focuses on the secondary counselor perspective for students using alternative credit programs, e.g., independent study, evening classes, and summer school, to complement the high school educational experience. Three hundred high school counselors throughout the United States participated in this research that examined which types of students most benefited from these “other” curriculum sources and some of the reasons why. This study also profiled the characteristics of successful alternative education programs. These findings promise to better inform counselors, school administrators, curricular specialists, providers, and students’ themselves about the role alternative education is increasingly having within the secondary schools. The Increasing Need for Quality Alternative Education 3 The Increasing Need for Quality Alternative Education—A School Counselor’s Perspective In every high school, in every counselor’s office, and on almost every day of the school year, a student (or parent) and counselor visit about the need for an alternative credit option. One student who recently moved into the area from out of state is short a science class and plans to graduate early; another student would rather take a band class than a class required for graduation during the school day; one student failed math and needs to recover the lost credit; and yet another student has health problems and cannot maintain a full course load. This research sets out to determine who these students are and why they are increasingly turning to alternative credit, particularly some form of distance education.