Characteristics of Successful Alternative School Programs...

  • Bob Michels Robert (Bob) Michels BA (licencjat w zakresie nauk humanistycznych) na Uniwersytecie Stanowym w San Fransisco (kwalifikacje w zakresie nauczania na poziomie szkoły podstawowej). MA (magister nauk humanistycznych) na Uniwersytecie Stanowym w San Jose (kwalifikacje w zakresie nauczania na poziomie szkoły średniej); (Kwalifikacje w zakresie zarządzania szkołami publicznymi – poziomy K-12) Wykładowca kontraktowy na Wydziałach Psychoterapii, Psychologii i Pedagogiki na Uniwersytecie Santa Clara. Niezależny konsultant dla okręgów szkolnych w całym kraju, kierownik prac różnych narodowych oraz międzynarodowych zespołów akredytujących szkoły. Wieloletni nauczyciel oraz dyrektor zarówno w szkołach podstawowych, jak i średnich. Uczestnik prac różnych narodowych komisji ds. edukacji alternatywnej, pionier i lider rozwoju szkół sądowych i środowiskowych oraz związanego z nimi ustawodawstwa. Wieloletni dyrektor Szkół Alternatywnych dla hrabstwa Santa Clara.

Abstract

This article looks at some of the successful components and
characteristics of Best Practices in the United States and analyzes
why some programs work and why others do not. It also
discusses non-conventional and antisocial youth who are in our
schools as well as strategies to assist in resolving and changing
their behaviors.
Looking at predisposing factors leading to delinquency, antisocial
behavior and criminal factors are also reviewed as well as characteristics
of a successful teacher in an alternative school setting.

Published
2017-04-13
How to Cite
Michels, B. (2017). Characteristics of Successful Alternative School Programs. HORIZONS OF EDUCATION, 3(6), 139-146. Retrieved from https://horyzontywychowania.ignatianum.edu.pl/HW/article/view/1268
Issue
Vol. 3 No. 6 (2004): Education in a World of Positive and Negative Values
Section
Thematic Articles

Copyright (c) 2017 HORIZONS OF EDUCATION

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