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About the
Program:
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.
Mission:
The Alternative Education program makes it
possible for education professionals to engage
in reflective practice while improving teaching
and program development skills. The program
encourages exploration of methods, research, and
epistemologies that focus on both the learner
and systemic changes that will benefit all
students. Students will develop skills,
knowledge, and competencies that will benefit
them in their work in alternative and/or regular
education settings.
Goal Statement:
The goal of the Alternative Education program is
to prepare graduate students with the knowledge
and skill base required to work with at-risk
youth in non-traditional school settings.
Teachers, social workers, counselors, and
administrators in alternative settings,
correctional settings, urban schools and regular
education settings will find the Masters program
to be an asset in their work and of value to the
students they serve.
Curriculum:
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.
Course
Requirements and Elective Options: (Course
Descriptions)
Department Requirements 3 credits
ALTE 600 Introduction: Inquiry &
Educational Change
Core Requirements 15 credits
ALTE 604 Designing Assessments Using
Performance Standards
ALTE 610 Helping Skills in Alternative
Education
ALTE 615 Alternative Education: An
Introduction to Theory & Practice
ALTE 616 Curriculum Issues in Alternative
Education
ALTE 618 Understanding the Role of Cognition
& Social Skills in the Classroom
Research Requirements 6 credits
ALTE 692 Reflective Practice and Action
Research I
ALTE 694 Reflective Practice and Action
Research II
Field Experience Requirements 3 credits
ALTE 695 Advanced Field Experiences
Elective Options/Specialization Areas 9
credits
EDTL 601 Teaching and Learning in an
Information Age
EDTL 602 Advanced Instructional Design and
Development
ALTE 606 Analysis of Teaching
ALTE 607 Projects, Readings & Case Studies
in Alternative Education
ALTE 608 Education Reform
ALTE 609 Classroom Management and Control
ALTE 611 Character Education
ALTE 612 Number and Number Systems and
Pedagogy
ALTE 617 Grant Writing
ALTE 625 Investigating Curriculum Issues in
Education
ALTE 627 Learning Theory and Practice
ALTE 645 Topics in Urban Education
ALTE 648 Topics in Alternative Education
TOTAL 36 credits
Professional
Preparation:
-
Work
effectively with mixed ability groupings of
students
-
Work
effectively with at-risk and academically
marginal students
-
Utilize
best practice approaches to meeting the
needs of students
-
Use
formative and summative assessment
techniques to develop and implement an
academic and/or behavior plan
-
Develop and
implement curriculum for alternative
settings that meets student needs
-
Assist
students with non-academic needs that have
impact upon their performance in school
-
Conduct
action research on problems directly related
to the issues graduate students face in
their classroom or work environment on a
daily basis
-
Work
effectively as a team member in serving
students
-
Understand
the importance of theoretical underpinnings
in their work with students
-
Understand
the transferability of knowledge, skills and
abilities from the alternative setting to
other work settings
-
Implement
change within an organization
-
Evaluate
student progress on an ongoing basis
-
Evaluate
alternative education program progress
Accreditation:
The Master of Education program in Alternative
Education is fully accredited through the
National Council for Accreditation of Teacher
Education (NCATE).
The program is aligned with the National Board
for Professional Teaching Standards and can
assist education professionals prepare for the
National Board Certification if so desired.
Aside from the certification process the program
provides skill and knowledge sets indicative of
an accomplished teacher.
On-line Delivery:
(
Test
Drive Online Delivery
)
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.
What Students
Are Saying About the Program:
I am thrilled with the MEd. in Alternative
Education program offered at Lock Haven
University. I work, I spend time with
my family, I live in California, and I still
get to benefit from this incredible program.
The online format provides incredible
flexibility and access to my professors.
My courses give me the knowledge I need to
improve myself and empower the at-risk
students with whom I work. Every
assignment has sharpened my skills as an
administrator and teacher. I recommend
this program to anybody who works with
At-risk Youth and wants to improve their
life and still have a life."
Josh Wise
Redwood, City CA
Enrolled in MEd Alternative Education
Program Spring 2007
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