Date of Conferral

2018

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Schiro

Abstract

The alternative school in this case study has experienced resistance to the assignments the past few years. Present enrollment consists mostly of African American male students, whose parents complain about constant fighting, inadequate educational resources and the lack of class selections necessary for student academic progress. The purpose of this qualitative case study was to explore the perceptions of teachers and parents regarding academic information, and general information, they perceived have had the greatest impact on behavior, discipline, and achievement in the school environment. In addition, parents' primary concerns about student assignment to the alternative school were explored. Constructivist learning theory was used to guide the study and research questions addressed the perspectives of teachers and parents about best practices concerning the behavior and academic achievement problems among black males attending the school. Data collection included interviews with 20 past and present parents and 15 teachers selected using purposive sampling. Data analyses involved using Hatch's nine-step typology to code data and analyze for common themes. The results indicated that the alternative school has generally been successful in promoting student achievement and facilitating correct behaviors of assigned students. However, parents' views differed regarding with the school environment. To address these differences, a professional development project was developed that included working with teacher, parent and student perspectives regarding academics and behavior concerns that were affecting the functioning of the school. Positive social change might occur as stakeholders realize the return of alternative school students to the educational

environment who have the potential to be productive members of the community.

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