| My purpose in this study was to describe and explain how alternative high schools in Michigan compared with traditional high schools in the areas of curriculum, organization, and pedagogy. I first examined the literature dealing with the curriculum, organization, and pedagogy of traditional high schools. This literature served as the basis for contrasting alternative high schools with traditional high schools. Specific areas for comparison included the nature of teaching, processes for curriculum development, organizational processes, indicators of student success, student-teacher relationships, and student-to-student relationships.;Four alternative high schools in Michigan were included in this study. By interviewing students and staff, observing classes, and studying the schools' materials, I attempted to determine the differences between the four alternative high schools and traditional high schools. Forty-one individuals (an administrator, staff members, and students at each school) were interviewed. All interviews were taped and transcribed. Using the techniques of theoretical sampling outlined by Glaser and Strauss (1967), I collected, coded, and analyzed the data to reach conclusions concerning differences between alternative high schools and traditional high schools.;The data indicated that each of the four alternative high schools included in this study followed the same basic logic of accommodation characteristic of traditional high schools. However, these alternative high schools took that logic to new lengths to promote the success of their students. These alternative high schools went as far as possible, within limits, to keep students coming and to interest them, if not in academic learning, then in the behaviors necessary to complete the required credits and earn an approved diploma. Therefore, for the schools included in this study, the answer to the question "What is alternative about alternative schools?" is that alternative high schools are less an alternative to traditional high schools than they are a more flexible and permissive extension of the logic and actions that govern the organization, pedagogy, and curriculum of traditional high schools.;There are many different types of alternative high schools. Studies focusing on different types of schools from those included in this study could make a significant contribution to the discourse concerning the nature and effectiveness of alternative schools. Furthermore, studies concentrating on students who are unsuccessful in alternative high schools could provide yet another perspective on these institutions. |
