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This book studies the innovative methods of learning used in some alternative Indian schools. It sheds light on places of learning where the learning process is fun for the teacher as well as the students, in contrast to the intense examination-oriented learning in mainstream schools.

In the latter part of the book is a directory of alternative schools in India. Most are tucked away in remote corners of the country. Interestingly, the common thread binding these 'alternative schools' is the welfare of the child in addition to that of the teachers, who love their work as opposed to merely doing a job. ... Read more

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The institution of the school was developed to educate the masses for work in an industrial society and it has not altered to take account of changing times. Responding to the need for a different approach to education, this book will serve as a guide to alternatives to mainstream education, exploring new and innovative models of learning which tailor the educational experience to suit each child. ... Read more

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In a time when improving public education is a major issue of the day, Newmanpresents a program for altering the face of public schools: developing small, neighborhood-based schools where children learn the skills and content necessary to be successful independent learners. The model provides for mastering academic skills in a non-graded, multi-age elementary school. The success of the model is attributed to the extended family context of the school, helping students and adults talk and work together productively.

Newman also presents a novel structure for secondary schools that enables students to continue as independent learners mastering high school academics, with responsive guiding teachers, while integrating experience in meaningful community-based jobs. A "small is beautiful" model for public and charter schools. ... Read more

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Socially Constructed School Violence: Lessons from the Field argues that the way we understand what constitutes violence is socially constructed, and that people from different social locations, that is, gender, race, social class, geographic location, and so on, will have varied perspectives on what is violent. Based on ethnographic work at an urban alternative school for students expelled for bringing weapons to school and an affluent suburban school eighteen miles away, this book describes various ways violence can be constructed. Specifically, this book discusses personal and structural forms of violence that students, teachers, administrators, and other school staff encounter. Using powerful examples from the ethnographic analysis, this book describes some of the valuable lessons learned about how we can work to prevent school violence. ... Read more

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This is an OCR edition without illustrations or index. It may have numerous typos or missing text. However, purchasers can download a free scanned copy of the original rare book from the publisher's website (GeneralBooksClub.com). You can also preview excerpts of the book there. Purchasers are also entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Original Published by: John Wilson ... Read more

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Explores the world of the continuation high school in America, the most common form of alternative high school. Kelly analyzes the factors that limit its success and focuses on gender issues in these schools: how girls and boys slip in and out of the system, the different reasons, and consequences. ... Read more

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This digital document is an article from Intervention in School & Clinic, published by Pro-Ed on September 1, 2000. The length of the article is 3330 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Student As a Strategic Participant on Collaborative Problem-Solving Teams: An Alternative Model for Middle and Secondary Schools.
Author: Laurice M. Joseph
Publication: Intervention in School & Clinic (Refereed)
Date: September 1, 2000
Publisher: Pro-Ed
Volume: 36Issue: 1Page: 47

Distributed by Thomson Gale ... Read more

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The color of clothing, the width of shoe laces, a pierced ear, certain brands of sneakers, the braiding of hair and many other features have long been seen as indicators of gang involvement. But it’s not just what is worn, it’s how: a hat tilted to the left or right, creases in pants, an ironed shirt not tucked in, baggy pants. For those who live in inner cities with a heavy gang presence, such highly stylized rules are not simply about fashion, but markers of "who you claim," that is, who one affiliates with, and how one wishes to be seen.

In this carefully researched ethnographic account, Robert Garot provides rich descriptions and compelling stories to demonstrate that gang identity is a carefully coordinated performance with many nuanced rules of style and presentation, and that gangs, like any other group or institution, must be constantly performed into being. Garot spent four years in and around one inner city alternative school in Southern California, conducting interviews and hanging out with students, teachers, and administrators. He shows that these young people are not simply scary thugs who always have been and always will be violent criminals, but that they constantly modulate ways of talking, walking, dressing, writing graffiti, wearing make-up, and hiding or revealing tattoos as ways to play with markers of identity. They obscure, reveal, and provide contradictory signals on a continuum, moving into, through, and out of gang affiliations as they mature, drop out, or graduate. Who You Claim provides a rare look into young people’s understandings of the meanings and contexts in which the magic of such identity work is made manifest.

Customer Reviews (2)

Not Reality!
This book is written by a professor and that is exactly what you get, a bunch of academic intellectual "hogwash".This so-called expert went into his project with a bias and that was all he did the entire book was prove his own bias on Gangs.I got this book hoping it could help with "stopping" or "preventing" gangs in school because I work as a school resource police officer; however, this book is nothing but a bash fest on any gang enforcement or gang prevention.I felt as though he was almost "glorifying" gangs.There are no comments from any school security officers, police officers, gang detectives, probation officers, or corrections officers anywhere in this book!I think "the professor" needs to get out of the classroom, ride with a law enforcement gang unit, and see that "colors" get you killed in the real world!Being a so-called "wanna be" will also get you killed in the real world!It is easy to say such happy go lucky things about gangs when you don't have to clean up their dead bodies or tell their mother's they were killed because they CAME TO SCHOOL WEARING THE WRONG COLOR!!
Save your money and pass on this book.

What is a gang?
A group of violent thugs? A social club? Troubled, homeless losers who are "hard to love"?

And what is gang membership? Is it a fixed identity, or something fluid, which urban youngsters claim or don't claim according to external circumstances and the flow of their lives?

How can we explain why, even in the roughest neighborhoods, at most 10% of youths belong to street gangs? Who are the other nine out of ten, and how do they negotiate survival without affiliation?

Robert Garot, now an assistant sociology professor at John Jay College of Criminal Justice, is ideally situated to take a stab at these difficult questions. For four years while he was in college, he volunteered off and on at an inner-city continuation school in Southern California. Conducting ethnographic interviews with 46 students, he explored how the youths themselves chose to position themselves in relation to the local gangs, and to violence and street life more generally.

In the course of research, he came to believe that superficial anti-gang pogroms, in which schools ban certain colors and styles, do nothing to improve safety or reduce the influence of gangs. Indeed, they may paradoxically increase gangs' allure as a means of resistance against a "counterfeit," alienating educational bureaucracy intent on stifling their creativity and hope.

Garot sets himself apart from the pathologizing lens through which most criminology researchers -- due in part to funding structures that favor the status quo -- approach gangs. Instead, he views gangs as one of many ways for youths to "stylistically remake the world," a tool that some youths in impoverished environments bend to their needs and then discard when no longer useful. This nuanced lens would give more credibility to anti-gang violence campaigns, by acknowledging the mixed, sometimes-positive role gangs can play in communities where official neglect has created a vacuum.

Although Garot backs into his material, getting off to a slow start by reciting dry academic theory, he hits his stride when presenting his observations and case studies. Particularly interesting are his first-hand observations, rare in academic discourse, of fights, and his analyses of the complexities surrounding such street rituals as "hitting up" (demanding to know someone's affiliation) and "ranking out" (claiming no gang), which young people in this community had to master in order to survive.

The essential message: Beware of reifying gangs as fixed and essential components of identity, when even their members do not see them as such. As urban centers create increasingly fluid and multi-faceted possibilities for identity -- witness cuisines such as Polish-Brazilian and Mexican-Korean -- identity is becoming much more malleable and flexible than a narrow, unidimensional, and pejorative focus would lead us to believe.
... Read more

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A practical step-by-step guide, A Public School of Your Own focuses on the establishment and operation of charter schools which meet the needs of parents, staff, and students while fulfilling legal requirements and achieving financial stability. Written for both those involved with education and those new to the field, it draws upon the experiences and insights of those already in the charter school movement. It includes a glossary, references, a resource section and an index. ... Read more

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(BMJ Books) Annual for prospective medical students by medical students. Answers questions such as: Is it important that the course includes a compulsory intercalated degree? What is the cost of living in the city? Can I afford to be a student for 5 or 6 years? What happens after graduation? Helps the students make the best use of UCAS choices. Covers British school. Softcover. ... Read more

Product Description
This digital document is an article from Intervention in School & Clinic, published by Pro-Ed on November 1, 2001. The length of the article is 4732 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Holiday in the museum: an alternative program for at-risk high school students.(science program at natural history museum)
Author: Kai Yung Tam
Publication: Intervention in School & Clinic (Refereed)
Date: November 1, 2001
Publisher: Pro-Ed
Volume: 37Issue: 2Page: 77(9)

Distributed by Thomson Gale ... Read more

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For everyone considering a career in medicine, this wellrespected guide provides detailed information on every universityoffering a medical course, admission policies and the requirements ofall medical courses in the United Kingdom. ... Read more