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ERIC Number: ED501747
Record Type: Non-Journal
Publication Date: 2008-Jun-30
Pages: 30
Abstractor: As Provided
"The Beginning of a Solution": School Design, Self-Efficacy, Completion Rates, and Creation of Community
Dawidowicz, Paula
Online Submission
Prior research indicates that using democratic modeling in a classroom can increase students' class participation, self-esteem, senses of belonging, and senses of responsibility toward the school, but that the effect can be short-termed if other classrooms are not so organized. However, little research examines the impact of flexible scheduling. The school examined the impact of flexible scheduling, open class labs, and modified democratic modeling on student attitudes about self and community and on student success rates. This qualitative case study used open-ended questionnaires, a review of the school program and student outcomes, and observations to determine the nature of and extent of such an alternative school program related to student motivation, self-efficacy, performance, sense of community, and graduation rates. Results indicated the program positively impacted not only success rates, but also self esteem and self efficacy, student success, reduced student-teacher tensions, and increased teacher and student satisfaction with student outputs and performance. This research raises several important questions concerning student maturation and student success, as well. (Contains 1 table.)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A