Browsing by Subject "alternative schools"
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Item Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings(2012-02-14) Crossley, Tia BillyA large number of African American males have experienced risk and protective factors that may impede or enhance their success in the school setting. As a result of these risk and protective factors, they may or may not be at-risk for adverse outcomes behaviorally as well as academically. As indicated throughout the literature, to better serve behaviorally at-risk students, the educational system has responded by implementing methods such as zero-tolerance policies, increased security, and alternative education programs. While the former has been established throughout the literature, there has been a paucity of research on alternative education programs in general and even less with regard to African American male students. This study examined four levels of risk and protective factors, individual, school, community, and family, among African American males in both alternative and general educational settings. One hundred fifteen students ages 11 to 16 were assessed for demographics, self-efficacy, school engagement, and racial identity measures. The purpose of the study was to examine the differences between risk and protective factors among African American males in alternative and general education settings. Specifically, the individual level was examined in detail using the following risk and protective factors: self-efficacy, school engagement, and racial identity. This study also examined the impact risk and protective factors have in predicting the likelihood that an African American male would be placed in an alternative education setting. Both independent samples t-tests and hierarchical logistic regression analyses were used. Results indicated that there are statistically significant differences in levels of self-efficacy and school engagement between African American males in alternative education settings and general educations settings. No difference was found in levels of racial identity among the groups. Results from the hierarchical logistic regressions indicated that self-efficacy is a significant predictor. These findings show the importance for school psychologists to work with students to instill confidence to be successful in school settings. Also, since self-efficacy was shown to be a significant predictor of placement status in alternative school settings, it is important for school psychologists and school personnel to get involved with these students before they even become at-risk.Item The Use of Thinking Errors Instruction in Texas DAEPs as a Means to Improve Student Behavior(2010-10-12) Turner, Karen T.The use of disciplinary measures to deal with student behavior brings with it the responsibility to educate the student, not only academically, but socially. It is the social or behavioral component of education that is lacking in most Texas Disciplinary Alternative Education Program (DAEP) settings. The current DAEP model does not provide the means nor the method by which students? behavior can be remediated, so students? need for learning positive behaviors goes unmet. The Texas Education Code (TEC Chap. 37) mandates that DAEPs provide instruction in ?self-discipline,? but it does not specify how this instruction is to be delivered. In addition, it does not provide for oversight or evaluation, so these requirements may be inconsistently fulfilled, or not fulfilled at all. Many of the students who attend DAEPs have behavioral and emotional difficulties, and are considered at risk for academic failure. Although there have been programs to compensate for and remediate academic skill deficits, there is not one comprehensive program to help students learn appropriate behaviors and overcome risk factors. The Thinking Errors program was developed to help students become aware that the choices they make every day are influenced by poor patterns of thinking. It is designed to help students correct these thinking patterns and learn to take responsibility for their own decisions and behaviors. The purpose of this study is to evaluate the effectiveness of the Thinking Errors program in helping students change their behavior.