Argue for the one type of education class you think would be most effective

Argue for the one type of education class you think would be most effective

DEFINING CURRICULAR PRACTICES (GROUP DISCUSSION)

Chalker (1996/2006) describes curricula in an alternative school or program to be innovative and diversified with complementing resources of support. Within your group, begin discussion of which type(s) of educational classes are necessary for your new innovative alternative or program needs. Use figures 6.1-6.7 to guide you as to which are most important in curriculum for your new innovative alternative education school or program (pp. 54-70).

For this discussion, argue for the one type of  you think would be most effective for your new innovative alternative education school or program:

Basic Skills Education

Leisure Education

Life Skills Education

Affective Education

Career Education

Academic Enrichment

Remember to brainstorm your ideas and tell why this is important to the alternative education school or program you and your group have selected to design and create. Be sure to use resources to cite your opinions and ideas in APA style.

CONSIDER THE ELEMENTS OF EFFECTIVE ALTERNATIVES

In this course, you are learning how to plan, develop, implement, and evaluate. Imagine and describe how ideal alternative education schools or programs will look in the future. This week you will continue this process by identifying and defining the characteristics or elements of schools that have made alternative education successful. Based on research conducted during the past 50 years, Barr and Parrett (1997, 2008) identified 10 essential elements of successful schools. Although traditional schools have experimented with some of these practices, such as smaller school size, Barr and Parrett (1997) declared that emerging schools would not be successful if the elements are adopted incrementally, but only “if each and every one of the essential elements is carefully considered…these essential elements represent a formula for success” (pp. 32-33).

In a seminal work, Raywid (1994) asserted there must be wholehearted implementation of a new school without a piecemeal approach to restructuring an educational program. Raywid also identified three types of alternatives to traditional schools and clearly advocated for Type I, which are schools described as popular innovations, rather than last chance or remedial programs. Studies by Kleiner, Porch, and Farris (2002) and Foley and Pang (2006) reveal that most alternative schools in the U.S. serve traditional high schools by diverting students who have behavioral and academic problems into inadequate facilities and programs. For this reason, we will refer to the ideal or model schools you are designing as alternatives to traditional schools, alternatives in education, or simply alternatives.

Lange and Sletten (2002) also discovered that clear goals, a student-centered atmosphere, the integration of research and practice in educational programs, and professional development for teachers were significant elements of successful schools. Darling-Hammond, Ancess, and Ort (2002) detailed how one of the elements of an effective alternative in education, small school size, contributes to positive outcomes in redesigned secondary schools in New York City. Smaller school sizes feature a) personalized education; b) collaborative learning structures and small units within schools; c) keeping students together over multiple years; d) forming teaching teams; e) assuring common planning sessions for teachers; f) involving staff in problem solving; g) fostering parent involvement; and h) fostering cooperation between all parties.

This week you will delve deeper into the implementation domain. You will learn how to use curricular and instructional practices, ensuring the curricular practices have courses needed for real-life, 21st-century skills. As you learn how to implement instructional practices, you will embed and embark on teaching and learning, student placement and evaluation, and classroom management.

References

Barr, R. D., & Parrett, W. H. (1997). How to create alternative, magnet, and charter schools that work.Bloomington, IN: National Educational Service.

Barr, R. D., & Parrett, W. H. (2008). Saving our students, saving our schools. Thousand Oaks, CA: Corwin.

Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639-673.

Foley, R. M., & Pang, L. (2006). Alternative education programs: Program and student characteristics. The High School Journal, 89(3), 10-21.

Kleiner, B., Porch, R., & Farris, E. (2002). Public alternative schools and programs for students at-risk of educational failure: 2000-01 (NCES 2002-04). Washington, DC: United States Department of Education, National Center for Education Statistics.

Lange, C. M. & Sletten, S. J. (2002). Alternative education: A brief history and research
synthesis. Retrieved from 

Raywid, M. A. (1994). Alternative schools: The state of the art. Educational Leadership, 52(1), 26-31.

WEEKLY OBJECTIVES

Through participation in the following activities, the candidate will:

Analyze educational programs for both curricular and instructional practices.

Defining Curricular Practices

Aligning Instructional Practices with Curricular Practices

Implementing Curricular and Instructional Practices

HEADS UP

You have two group discussions this week, due Monday and Tuesday. Peer responses for both discussions are due Wednesday.

REQUIRED STUDIES

The following materials are required studies for this week. Complete these studies at the beginning of the week and save these weekly materials for future use.

Effective Alternative Education Programs: Best Practices From Planning Through Evaluating (Chalker, 1996/2006)

Chapter 6: The Implementation Domain: Curricular Practices

Chapter 7: The Implementation Domain: Instructional Practices

Read

Reinventing High School: Outcomes of the Coalition Campus Schools Project (Darling-Hammond, Ancess, & Ort, 2002) [Web page]

View

 (Concordia University, 2017b) [PPT] [PDF]

Review

 (Raywid,1994) [Web page]

(Nebraska Department of Education, n.d.) [Web page]

 (Smith, 1996/2000) [Web page]

Answer preview to argue for the one type of education class you think would be most effective

Argue for the one type of education class you think would be most effective

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