UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS.

Persistent Link:
http://hdl.handle.net/10150/188132
Title:
UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS.
Author:
Siner, Pat
Issue Date:
1985
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
White Mountain Adventure School.; Education -- Arizona -- Experimental methods.; Open plan schools -- Arizona.; Outdoor education -- Arizona.; Teacher-student relationships.; High school students -- Arizona -- Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Secondary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Barnes, William Donald
Committee Chair:
Barnes, William Donald

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleUTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS.en_US
dc.creatorSiner, Paten_US
dc.contributor.authorSiner, Paten_US
dc.date.issued1985en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectWhite Mountain Adventure School.en_US
dc.subjectEducation -- Arizona -- Experimental methods.en_US
dc.subjectOpen plan schools -- Arizona.en_US
dc.subjectOutdoor education -- Arizona.en_US
dc.subjectTeacher-student relationships.en_US
dc.subjectHigh school students -- Arizona -- Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecondary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBarnes, William Donalden_US
dc.contributor.chairBarnes, William Donalden_US
dc.contributor.committeememberClark, Donald C.en_US
dc.contributor.committeememberAllen, Paul M.en_US
dc.contributor.committeememberMishra, Shitala P.en_US
dc.contributor.committeememberGavlak, Emil S.en_US
dc.identifier.proquest8603352en_US
dc.identifier.oclc696811754en_US
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