Barriers for both the curricular and instructional aspects for the new innovative alternative education school

Barriers for both the curricular and instructional aspects for the new innovative alternative education school

In preparation for your group’s formal end-of-week assignment , post your individual responses to the following:

Discuss what are some of the for both the curricular and instructional aspects for the new innovative alternative or program you are creating and designing.

Describe the extent to which traditional schools with which you are familiar display these same barriers and why.

Describe the extent to which the innovative school(s) you visited during Week 2 displayed these barriers.

(*If there are no barriers to discuss, then discuss the similarities you have found with traditional schools and your new innovative alternative education school or program.)

After you have posted your own responses, read those posted by your groupmates. Use this discussion forum as a place to decide precisely how you want to respond as a group. Those decisions will be synthesized in your group’s formal paper, due Saturday.

Note: While this is a non-graded discussion board, your active participation is expected as an important as part of the development process for your group project.

Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style.

This is the information for this weeks assignments.

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

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

 (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 barriers for both the curricular and instructional aspects for the new innovative alternative education school

 

Barriers for both the curricular and instructional aspects for the new innovative alternative education school

 

APA

687 words

Get instant access to the full solution from by clicking the purchase button below








We offer the bestcustom writing paper services. We have done this question before, we can also do it for you.

Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.