{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/109803"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/109803","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An Examination of Alternative Educational Leadership","abstract":"Traditional public-school settings are not meeting the needs of all students. Alternative educational settings have been established for students who struggled in traditional public schools. According to research by Beken et al. (2009); Cotton (2004); and Groves (1998), traditional schools often lack an understanding of social issues, positive peer relationships, personal interactions with teachers, and a school-wide emphasis on maturity and responsibility. The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked 11 interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rates. The alternative school leaders' interview responses were analyzed and coded for themes. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff, and have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs.","abstract_html":"Traditional public-school settings are not meeting the needs of all students. Alternative educational settings have been established for students who struggled in traditional public schools. According to research by Beken et al. (2009); Cotton (2004); and Groves (1998), traditional schools often lack an understanding of social issues, positive peer relationships, personal interactions with teachers, and a school-wide emphasis on maturity and responsibility. The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked 11 interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rates. The alternative school leaders' interview responses were analyzed and coded for themes. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff, and have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs.","abstract_has_math":false,"creators":["Tyler, Millicent Denise"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Price, Ted S.","Cash, Carol S."],"committee_members":["Brinkmann, Jodie Lynn","Perkins, Lisa Marie"],"year":2022,"date_issued":"2022-05-04","date_published":"2022-05-04","updated_at":"2026-07-22T22:20:07Z","subjects":["alternative education","alternative educational leaders","at-risk","dropout","high school credential","traditional school"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:34295"],"render_values":[{"text":"vt_gsexam:34295","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/109803","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Price, Ted S.","Cash, Carol S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brinkmann, Jodie Lynn","Perkins, Lisa Marie"]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Tyler, Millicent Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-05T08:00:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-05T08:00:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-05-04"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["alternative education","alternative educational leaders","at-risk","dropout","high school credential","traditional school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:34295"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/109803"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Traditional public-school settings are not meeting the needs of all students. Alternative educational settings have been established for students who struggled in traditional public schools. According to research by Beken et al. (2009); Cotton (2004); and Groves (1998), traditional schools often lack an understanding of social issues, positive peer relationships, personal interactions with teachers, and a school-wide emphasis on maturity and responsibility. The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked 11 interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rates. The alternative school leaders' interview responses were analyzed and coded for themes. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff, and have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked eleven interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rate. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff. They have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["An Examination of Alternative Educational Leadership"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Price, Ted S.","Cash, Carol S."],"dc:contributor.committeemember":["Brinkmann, Jodie Lynn","Perkins, Lisa Marie"],"dc:contributor.department":["Counselor Education"],"dc:creator":["Tyler, Millicent Denise"],"dc:date.accessioned":["2022-05-05T08:00:09Z"],"dc:date.available":["2022-05-05T08:00:09Z"],"dc:date.issued":["2022-05-04"],"dc:description.abstract":["Traditional public-school settings are not meeting the needs of all students. Alternative educational settings have been established for students who struggled in traditional public schools. According to research by Beken et al. (2009); Cotton (2004); and Groves (1998), traditional schools often lack an understanding of social issues, positive peer relationships, personal interactions with teachers, and a school-wide emphasis on maturity and responsibility. The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked 11 interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rates. The alternative school leaders' interview responses were analyzed and coded for themes. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff, and have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs."],"dc:description.abstractgeneral":["The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked eleven interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rate. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff. They have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:34295"],"dc:identifier.uri":["http://hdl.handle.net/10919/109803"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["alternative education","alternative educational leaders","at-risk","dropout","high school credential","traditional school"],"dc:title":["An Examination of Alternative Educational Leadership"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:07Z"}