Date of Award
2007
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Judy Johnson, Ed.D
Abstract
The purpose of the study was to examine whether alternative schools incorporate effective school correlates in their organizational culture and operation as these same elements are typically identified in the traditional effective school research. A quantitative descriptive study method was selected to conduct the study. The sample consisted of administrators and teachers actively involved in alternative schools. Further the sample was geographically located in the Mid-South, specifically Arkansas, East Texas, Northern Louisiana, North West Mississippi, and Western Tennessee. The study concluded that effective school correlates — clear school mission, frequent monitoring of students, and instructional leadership — were perceived to be present in alternative schools. While the effective school correlates of safe and orderly environment, high expectations, opportunity to learn, and home-school relationship were not. In addition, despite the state or type of municipality there were no differences in the effective school correlates perceived within alternative schools. While the perception of teachers and administrators in regard to the effective school correlates found in alternative schools did not differ, teachers and administrators perceived the purpose of alternative schools as being to improve student behavior and that alternative schools were fulfilling the mission for which they were created.
Recommended Citation
Gardenhire, C.W., "Alternative School Administrators and Teachers Perception of Effective School Correlates in the Organizational Culture and Operation of Alternative Schools" (2007). Theses and Dissertations. 42.
https://research.ualr.edu/etd/42
