The Experts below are selected from a list of 159324 Experts worldwide ranked by ideXlab platform

Jocelyn Balangue - One of the best experts on this subject based on the ideXlab platform.

Kevin Cahill - One of the best experts on this subject based on the ideXlab platform.

Richard Waters - One of the best experts on this subject based on the ideXlab platform.

  • Symbolic non-violence in the work of teachers in Alternative Education settings
    Teaching Education, 2016
    Co-Authors: Richard Waters
    Abstract:

    AbstractPatterns in analysis of research data on Alternative Education practices as well as on student and teacher experience in mainstream settings seem to support Pierre Bourdieu and Jean Claude Passeron’s theory of symbolic violence. Data from teachers and students suggest that students from low socio-economic backgrounds often disengage from Education because of their perceived failure as students. The research data also suggest that structures, practices and relationships in Alternative Education settings could be characterised as symbolic non-violence. This concept is explored in this paper with a view to clarifying critique of Bourdieu and Passeron as well as understanding the work of teachers in Alternative settings and the role of non-violence in Education. The article also considers what emergent ideas can be gained for the mainstream in suggesting new ways of supporting students from low socio-economic status backgrounds who are often marginalised in the Education system. This could be achieved...

Noah Asher Golden - One of the best experts on this subject based on the ideXlab platform.

  • Narrating neoliberalism: Alternative Education teachers’ conceptions of their changing roles
    Teaching Education, 2017
    Co-Authors: Noah Asher Golden
    Abstract:

    AbstractThe signifier ‘Alternative’ in Education has largely shifted from progressive or humanizing pedagogies to deficit framings requiring alternate graduation criteria. This development is part of broader neoliberal Educational reform efforts that disrupt longstanding conceptions of teachers’ roles. This study serves to investigate long-term teachers’ understandings of their shifting roles in one secondary-level Alternative Education program in New York City. Specifically, this narrative analysis study explores participating teachers’ meanings around agency and their ability to form the relationships that they argue are central to meaningful pedagogies. Findings demonstrate a sense of loss regarding teacher agency and relationships, and a belief that neoliberal reform efforts have limited possibilities for a shared sense of purpose and collaboration.

Jeffrey R. Sprague - One of the best experts on this subject based on the ideXlab platform.

  • Embedding the Positive Behavioral Interventions and Supports Framework Into the Complex Array of Practices Within Alternative Education Settings: A Decision-Making Process
    Assessment for Effective Intervention, 2012
    Co-Authors: Kristine Jolivette, Sara C. Mcdaniel, Jeffrey R. Sprague, Jessica Swain-bradway, Robin Parks Ennis
    Abstract:

    Alternative Education (AE) programs and schools usually serve distinct populations of students with Educational disabilities and mental health or other needs. AE program staff often employ a range ...

  • positive behavior support in Alternative Education community based mental health and juvenile justice settings
    2009
    Co-Authors: Michael C Nelson, Kristine Jolivette, Jeffrey R. Sprague, Carl R Smith, Tary J. Tobin
    Abstract:

    Schoolwide positive behavior support (PBS) is implemented in more than 6,000 public schools, preschools, Alternative Education (AE), and juvenile justice programs across the United States (Danielson, Cobb, Sanchez, & Horner, 2007). Among the beneficial outcomes reported by these schools are dramatic reductions in office discipline referral rates, increased instructional time for students formerly removed for disciplinary reasons, and improved academic performance (including gains in academic year achievement test scores). As documented elsewhere in this volume, the success of PBS has led to the mobilization of efforts to bring this multiple-systems approach to scale at the school district and state Education agency levels.

  • Alternative Education Strategies: Reducing Violence in School and the Community
    Journal of Emotional and Behavioral Disorders, 2000
    Co-Authors: Tary J. Tobin, Jeffrey R. Sprague
    Abstract:

    Alternative Education programs are expanding in the United States due to zero-tolerance policies, changes in the Individuals with Disabilities Education Act, increases in youth violence and school failure, and knowledge of the developmental trajectories leading to antisocial behavior. At the same time, there is little research evidence of the efficacy of these programs due to great diversity in approaches, populations served, and locations of the programs. In this article we provide a review of teaching strategies expected to be effective in Alternative Education programs for students who are at risk for school failure, dropout, delinquency, and violence. We discuss the need for Alternative Educational programs for students in both special and general Education, describe research-based and recommended Alternative Education strategies, and offer suggestions for program development.