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Purpose and passion: The rationales of public alternative educators.

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Title: Purpose and passion: The rationales of public alternative educators.
Authors: Jordan, Adam W.1 adam.jordan@ung.edu, Jordan, Kasey H.1, Hawley, Todd S.2
Source: Journal of Social Studies Research. Oct2017, Vol. 41 Issue 4, p263-273. 11p.
Subject Terms: *Alternative schools, *Alternative education, *Interdisciplinary education, *Education of students with disabilities, *Special education
Abstract: Alternative schools are popular interventions for marginalized students, including students with disabilities, but little research has focused on professionals in these settings. Today, close to 11,000 public alternative schools or programs are believed to exist in the United States education system (Foley & Pang, 2006) and as many as one million students are currently attending alternative learning programs in the United States (Lehr, Tan, & Ysseldyke, 2009). While public alternative schools can vary from one another in many ways, they exist to serve youth marginalized in traditional public settings. In this study, we explore the ways teachers, administrators, and nurses in alternative settings collaborate to support mentally healthy school environments for marginalized student populations. Drawing on the process of rationale development (Hawley & Crowe, 2016; Hawley & Jordan, 2014; Shaver, 1977; Shaver & Strong, 1982) as rooted in social studies education, we explore the perceived purposes of these professionals as they work with some of the nation's most marginalized children. Through focus groups and one-onone interviews, the data bridge social studies themes rooted in democracy and equity with special education themes of inclusiveness. This work offers insight into the rationales of teachers and professionals engaged in critical work, and provides a platform for helping professionals undergo the rationale development process. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Social Studies Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Purpose and passion: The rationales of public alternative educators.
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  Data: <searchLink fieldCode="AR" term="%22Jordan%2C+Adam+W%2E%22">Jordan, Adam W.</searchLink><relatesTo>1</relatesTo><i> adam.jordan@ung.edu</i><br /><searchLink fieldCode="AR" term="%22Jordan%2C+Kasey+H%2E%22">Jordan, Kasey H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hawley%2C+Todd+S%2E%22">Hawley, Todd S.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Social+Studies+Research%22">Journal of Social Studies Research</searchLink>. Oct2017, Vol. 41 Issue 4, p263-273. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Alternative+schools%22">Alternative schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink>
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  Label: Abstract
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  Data: Alternative schools are popular interventions for marginalized students, including students with disabilities, but little research has focused on professionals in these settings. Today, close to 11,000 public alternative schools or programs are believed to exist in the United States education system (Foley & Pang, 2006) and as many as one million students are currently attending alternative learning programs in the United States (Lehr, Tan, & Ysseldyke, 2009). While public alternative schools can vary from one another in many ways, they exist to serve youth marginalized in traditional public settings. In this study, we explore the ways teachers, administrators, and nurses in alternative settings collaborate to support mentally healthy school environments for marginalized student populations. Drawing on the process of rationale development (Hawley & Crowe, 2016; Hawley & Jordan, 2014; Shaver, 1977; Shaver & Strong, 1982) as rooted in social studies education, we explore the perceived purposes of these professionals as they work with some of the nation's most marginalized children. Through focus groups and one-onone interviews, the data bridge social studies themes rooted in democracy and equity with special education themes of inclusiveness. This work offers insight into the rationales of teachers and professionals engaged in critical work, and provides a platform for helping professionals undergo the rationale development process. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Social Studies Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126677394
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        Value: 10.1016/j.jssr.2017.01.004
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        Text: English
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      – SubjectFull: Education of students with disabilities
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              Text: Oct2017
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