Transformative-based Alternative Education Program: A Study of Teacher and Leadership Perceptions

The purpose of study was to identify the perceptions of school leaders regarding the effectiveness of an alternative education transformative day program following the first year of implementation. While some divisions were dissolving their alternative education programs, the school division highlighted within this study prioritized and revitalized the division's alternative education program from a behavior-based night program to a transformative-based day program. The goal of this study was to collect and analyze data that could present next steps for the transformative-based alternative education program in order for division and school-based leaders to continue refining and improving upon the existing foundation established during its inaugural implementation year. The selection of a purposeful sample was used to meet the objective of the study. The sample size for this study included a combination of up to 15 alternative education teachers, principals, and central office leadership members. The research interventions and investigational agents for this study included approved web-based surveys via Qualtrics and virtual interviews for data collection. The study's survey instrument included one twenty question survey session, and voluntarily respondents participated in a ten-question virtual interview via Google Meetings. Interview questions probed beyond the survey questions in order to provide qualitative data obtained from division and school-based alternative education leadership. The findings of this study, which include the value of stakeholder perception, alternative approach, climate and culture, and alternative course offerings/credit recover, could provide alternative education leaders with tangible next steps for program development by identifying elements necessary for growth and program success as noted by the stakeholders themselves. By analyzing the perceptions of alternative education teachers, principals, and central office leadership, data presented can lead to intentional measures for revising, growing and furthering the existing success of the transformative-based program. Additionally, recommendations for future study, such as how to increase the program's perception to stakeholders of the transformative-based program, could be used to inspire subsequent studies and to support division leadership when finalizing decisions regarding funding, program implementation, and professional development.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2021

Author dc:creator

• Clements, Alecia Dawn

Chair dc:contributor.committeechair

• Brinkmann, Jodie Lynn

Committee members dc:contributor.committeemember

• Cash, Carol S.
• White, David Owen
• Price, Ted S.

• Alternative Education
• At-risk
• Programs
• Transformative
• Leadership Effectiveness

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:32883

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/105407