Alternative Education Programs: An In-Depth Analysis of an Individualized Learning Experience

dc.contributor.advisorO'Grady, Bill
dc.contributor.authorLafferty, Robin
dc.date.accessioned2015-10-27T19:20:43Z
dc.date.available2015-10-27T19:20:43Z
dc.date.copyright2015-10
dc.date.created2015-10-21
dc.date.issued2015-10-27
dc.degree.departmentDepartment of Sociology and Anthropologyen_US
dc.degree.grantorUniversity of Guelphen_US
dc.degree.nameMaster of Artsen_US
dc.degree.programmeSociologyen_US
dc.description.abstractAlternative education programs are becoming increasingly available in North America, yet they are understudied. In-depth research that addresses the structure of alternative education programs was undertaken to understand if these programs are useful and, if they are, why they are beneficial to students. This research addresses current gaps in the sociology of education literature with respect to understanding the school culture and school climate of alternative high schools within a school board in Southern Ontario. Findings show that student success is primarily defined and measured individually since alternative students are deemed at-risk youth who have a wide range of academic and non-academic needs. Symbolic interactionism, as well as a class-based analysis, to some extent, is useful to explain how student success is defined and measured among alternative students.en_US
dc.identifier.urihttp://hdl.handle.net/10214/9321
dc.language.isoenen_US
dc.publisherUniversity of Guelphen_US
dc.rights.licenseAll items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectAlternative education programsen_US
dc.subjectStructureen_US
dc.subjectBeneficial to studentsen_US
dc.subjectAlternative High Schoolsen_US
dc.subjectSymbolic interactionismen_US
dc.titleAlternative Education Programs: An In-Depth Analysis of an Individualized Learning Experienceen_US
dc.typeThesisen_US

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