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Telling tales : constructions of school experience as chronicled by senior alternate education students

University of British Columbia

Grounded Theory methodology was employed to investigate the experience of school from kindergarten through grade twelve for seven students currently enrolled in a senior Alternate Education Program. The conceptual model generated from interviews, documentary evidence, follow-up participant checks and collaborative analysis indicated the core elements of the Alternate School setting, including a caring interpersonal relationship with the teacher and a nurturing environment, were fundamental to the academic success of all participants. Noteworthy in the model was the contrast presented between a turbulent regular education experience and the rejuvenating qualities of the Alternate Education classroom. Means of integrating these Alternate School factors within the regular education system and the larger community are discussed.

Thesis/Dissertation

application/pdf

2009-08-05

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http://hdl.handle.net/2429/11692

Counselling Psychology

University of British Columbia

UBCV

DSpace