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A school for healing: alternative strategies for teaching at-risk students
Short Title: A school for healing
Format: Book
Publication Date: Nov 30, 1998
Publisher: P. Lang
Place of Publication: New York
Pages: 187
Sources ID: 88541
Notes: External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: I: How at-risk students describe school -- II: How a center for alternative learning operates -- III: How to create a school for emotional healing. Geographic: United States. USA. Note(s): Includes bibliographical references (pages 181-182) and index. Class Descriptors: LC: LC46.4; Dewey: 371.04 Responsibility: Rosa L. Kennedy and Jerome H. Morton. Vendor Info: Baker & Taylor Brodart Baker and Taylor Otto Harrassowitz YBP Library Services (BKTY BROD BTCP HARR YANK) 29.95 $29.95 Status: active Entry: 19980727 Update: 20180926 Provider: OCLC Preface vii Part One: How At-Risk Students Describe School 1(66) Pam Walker 3(10) D. J. Whitebear 13(10) Iesha Wilson 23(10) Delores Cook 33(10) Emerging Themes 43(12) Discussion 55(8) Review of Student Issues 63(4) Part Two: How a Center for Alternative Learning Operates 67(46) The Center for Alternative Learning 69(14) Engaging Students With Art 83(8) Visiting Artists Program 91(12) Strategies for Teaching Dropouts 103(10) Part Three: How to Create a School for Emotional Healing 113(58) Introduction to Administrative Concepts 115(10) Philosophical Orientation 125(8) The Emotional Well-Being of the Staff 133(8) Management Strategies 141(10) Positive Reinforcement 151(12) Networking With Other Agencies 163(8) Conclusion 171(10) References 181(2) Index 183 ( ) Add/View Comments ** Summary **
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A School for Healing: Alternative Strategies for Teaching At-Risk Students describes an alternative school that dealt with students who were expelled or suspended from public school and who perceived themselves as victims of injustice. It was assumed that they misinterpreted the facts of various situations or chose inappropriate strategies to correct real injustices. The task of the school was to help the students learn multiple perspectives for interpreting the actions of others and to teach them more appropriate ways of resolving injustices. Four students in the school relate their problems and describe, through a qualitative research interview process, how the school helps them. The book describes specific strategies the school used and concludes with suggestions to those who wish to establish a similar program.