Master of Education in Alternative Education

ABOUT THE PROGRAM    top                Alternative Ed. Department Web site

What is alternative education?

The term ‘alternative education’ is used to describe education delivered outside of the traditional school setting. Alternative education programs began to develop in the late 60's and early 70's.  Alternative education initiatives developed as parents, students and professionals in the field of education began to realize that new and varied approaches to education for students would better meet the needs of students. The alternative education movement grew exponentially during the 80’s and 90’s as a direct result of, and in response to, high dropout rates, truancy, school failure, substance abuse, juvenile delinquency and other factors.  Alternative education continues to thrive as social problems including school violence and family dysfunction create new challenges for communities across the Commonwealth of Pennsylvania and the nation.

The aim of alternative education is to provide students who did not thrive and succeed in the traditional school setting with another opportunity to receive an education.  Most state adopted definitions of alternative education include components such as location, instructional methodology, and desired outcomes. 

The program is designed to be completed in two years by taking two courses per semester including summers.  The program may be completed earlier by taking additional courses beyond the two per semester, however, participants not completing within seven years may be required to repeat coursework.

ADMISSION CRITERIA   top

• Baccalaureate degree from an accredited institution..
• Official transcripts of all undergraduate and graduate work.
• State teaching certification is highly recommended but not required.
• GPA of 3.0 (on 4.0 scale) for regular admissions.  Applicants with a 2.5 undergraduate GPA may be admitted conditionally with the requirement that they must achieve a "B" or better in their first nine credits. 
• Three letters of recommendation from people familiar with the candidate's academic and/or professional experience.
• Writing sample (choose one below)

  a)  Prepare an essay discussing a contemporary educational issue, policy, or initiative.  Include a concise description of your chosen topic and discuss the pros and cons.  Also include your professional opinion in the final paragraphs of the essay.  Your essay should not exceed 300 words.

  b)  Review a pertinent scholarly journal article or report published in a recent professional journal.  Include the problem or issue, the author’s viewpoint and supporting ideas.  Also include your professional opinion in the final paragraphs of the essay.  Your essay should not exceed 300 words.  (You must send a photocopy of the full text of the article along with your essay.)

• Completed application form.
• $25.00 non-refundable application fee.
• Official grade report of the TOEFL at an appropriate level if the student is not a native speaker of English and has no high school or baccalaureate degree from an anglophonic institution.

Students may apply to transfer up to nine graduate credits for consideration toward graduation from the Master of Education program.  Students may petition to have additional transfer credits, not to exceed six, considered toward graduation.  Grades for transferred courses are not used in calculating the Lock Haven University grade point average.   All credits requested for transfer must meet the following minimum requirements:

• Issued from an accredited institution
• Carry graduate designation
• Grade of "B" or better
• Courses completed within the past seven years

Other factors considered in selection of candidates:

a.  Residents of the Commonwealth of Pennsylvania will be given preference.

b.  Work or life experience related to the populations served by alternative education program (e.g. at-risk children and youth, academically marginal students)

c.  Career goals that clearly evidence a commitment to working with high-risk youth in educational settings.

d.  Other factors that demonstrate the student’s proficiency in cognitive, problem-solving, communicative and interpersonal skills relevant to success as an educator working with at-risk children and youth.

e.  The Physician Assistant and Graduate Studies in Education Department of Lock Haven University of Pennsylvania reserves the right to conduct personal interviews of candidates.

CURRICULUM   top
The curriculum is a rigorous combination of theory, practice and research courses.  All curriculum has been developed anew and includes the most recent theoretical advances, proven best practices, promising practices and quantitative, qualitative and action research approaches.  Substantive education reform is a critical and central element of the curriculum.  

Students desire and will participate in a rigorous program that includes the most recent theory, practice, and fresh approaches to working with children to improve education outcomes.  The utilitarian approach of the program assures that it will have immediate impact on the schools and programs as teachers take to their classrooms the issues and practices discussed and researched in the degree sequence.

The diversity of alternative education programs and program approaches in the schools is staggering.  Alternative education may include but not be limited to disruptive student programming, vocational-technical programs, school-to-work programs, charter schools, and juvenile corrections.  While our proposed program has a decided emphasis on working with the at-risk children, youth and families, we also make a concerted effort to include discussion about other alternative schools/programs and best practices in education regardless of the specific setting.

Courses are arranged within the curriculum so that foundational courses are presented first.  Scaffolding the curriculum permits students to continuously build upon previously acquired knowledge and skills. The curriculum allows for breadth and depth through this approach, which includes a 24-credit core and a 12-credit elective category. 

The core begins with a course required of all graduate students in the department- Introduction:  Inquiry and Educational Change.  Theory and Practice, Curriculum issues and Assessment provide a solid understanding of issues that impact every alternative education program.   Students also develop helping skills and learn how to teach cognitive and social skills to students.  Students will also take two courses in research.  The first course introduces the student to principles of quantitative and qualitative research.  The second research course will require a project, often designed to resolve existing classroom issues or problems or to focus on other relevant issues in professional practice.  Woven throughout the curriculum sequence are additional opportunities for students to conduct relevant research projects.

Breadth and depth are enhanced through electives that permit highly motivated students to investigate areas including but not limited to corrections education, learning theory, advanced curriculum issues, character education, analysis of teaching, and school to work.

The students will acquire the knowledge, skills, and abilities to:
a.       Work effectively with mixed ability groupings of students;
b.      Work effectively with at-risk and academically marginal students;
c.       Utilize best practice approaches to meeting the needs of students;
d.      Use formative and summative assessment techniques to develop and implement an academic and/or behavior plan;
e.       Develop and implement curriculum for alternative settings that meets student needs;
f.        Assist students with non-academic needs that have impact upon their performance in school;
g.       Conduct action research on problems directly related to the issues graduate students face in their classroom or work environment on a daily basis;
h.       Work effectively as a team member in serving students;
i.         Understand the importance of theoretical underpinnings in their work with students;
j.        Understand the transferability of knowledge, skills and abilities from the alternative setting to other work settings;
k.      Implement change within an organization;
l.         Evaluate student progress on an ongoing basis;
m.     Evaluate alternative education program progress.

COURSES

Core Requirements (total 24 semester hours)

Department Requirement (3 semester hours)
EDTL 600 Introduction:  Inquiry and Educational Change

Core Requirements (15 semester hours)
ALTE 615        Alternative Education:  An Intro to Theory and Practice
ALTE 610        Helping Skills in Alternative Education
ALTE 604        Designing Assessment using Performance Standards
ALTE 616        Curriculum Issues in Alternative Education
ALTE 618        Cognitive and Social Skills Training

Research Requirements (6 semester hours)
ALTE 692        Research Studies I
ALTE 694        Research Studies  II

Electives Options/Specialization Areas (12 hours from approved list)
ALTE 607        Readings in Alternative Education
ALTE 617        Grant Writing
ALTE 608        Education Reform
ALTE 625        Advanced Curriculum Issues in Alternative Education
EDTL 606        Analysis of  Teaching
EDTL 622        Character Education
EDTL 627        Learning Theory and Practice
EDTL 601        Teaching and Learning in an Information Age
ALTE 619        Alternative Education in Correctional Settings
ALTE 614        School to Work
ALTE 699        Independent Study in Alternative Education Issues

ON-LINE DELIVERY   top 

This program takes advantage of leading edge technology to deliver the curriculum.  Streaming audio, streaming video, threaded discussion, journaling, real-time chat discussions, document sharing and other instructional methods make it possible to create active and engaged learning communities.  The discussions are tremendously engaging and the opportunities for learners to explore areas of interest and bring findings back to classmates for discussion, input and feedback are highly valuable to the process.

In addition, techniques including scripting and live chat will be of tremendous value.  As a supplement to the technology, we will also be able to structure assignments in a fashion that allows students to audio or video tape behaviors and mail the results to the instructor. 

In addition to the individual work, group work can be accomplished in an online environment through document sharing, e-mail, threaded discussion and other capabilities.  Teams will have the opportunity to work on projects such as matching curriculum to standards, writing a grant proposal, generating a model for an ideal alternative school based upon best practices, and developing simulations or role plays for social skills modeling.       

The Master of Education in Alternative Education can be completed entirely via distance.  Students will utilize online experience to participate in doing real projects in real alternative settings as a central and important part of their work. 

FOR MORE INFORMATION CONTACT:   top

Graduate Programs
Office of Admissions
Lock Haven University of Pennsylvania
Lock Haven, PA 17745
Telephone - in PA 1-800-332-8900; outside PA 1-800-233-8978
Fax - 570-893-2201
Send an email to Graduate Admissions 
 

Updated 09/02/2009