Success at contact: The argument for alternative schools for at-risk youth

Alberta Journal of Educational Research

Volumn 42, Issue 3, 1996, Pages 306-324

  Gagné, Antoinette ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030520550     PISSN: 00024805     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (23)

1. Beattie, M., Robertson, M., & Stiegelbauer, S. (1995). Corktown Community High School: Toronto, Ontario. Toronto, ON: Canadian Education Association.
2. Crain, R.L., Heebner, A., & Si, Y.P. (1992). The effectiveness of New York City's magnet schools: An evaluation of ninth grade performance using an experimental design. Berkeley, CA: National Centre for Research in Vocational Education.
3. Curtis, B., Livingstone, D.W., & Smaller, H. (1992). Stacking the deck: The streaming of working-class kids in Ontario schools. Toronto, ON: Our Schools/Our Selves Education Foundation.
4. Gagné, A., & Robertson, M. (1995). Contact school: Landscapes of possibilities in the inner city. Toronto, ON: Canadian Education Association.
5. Gamoran, A., & Berends, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Education Research, 57, 415-435.
6. Gamoran, A., Nystrand M., Berends M., & Lepore, P. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32(4), 687-715.
7. Gaskell, J. (1995). Secondary schools in Canada: The national report of the exemplary schools project. Toronto, ON: Canadian Education Association.
8. Gold, M., & Mann, D.W. (1984). Expelled to a friendlier place: A study of effective alternative schools. Ann Arbor, MI: University of Michigan Press.
9. Grannis, J.C. (1992). Educational reforms for at-risk students: New York City case study. New York: Institute for Urban and Minority Education, Teachers College, Columbia University.
10. King, A., & Hughes, J. (1985). Secondary school to work: A difficult transition. Toronto, ON: OSSTF.
11. Meyer, C. (1990). Dropout prevention initiatives FY 1986-1990: Lessons from the research. New York: Division of Strategic Planning/Research and Development, New York City Public Schools.
12. Metro Youth Task Force. (1991). Looking to the future. Toronto, ON: Municipality of Metropolitan Toronto.
13. Morris, S., & Pawlowich, W. (1992). Evaluating the effectiveness of school dropout prevention strategies: Some suggestions for future research - final report. Toronto, ON: Canadian Education Association.
14. Nystrand, M., & Gamoran, A. (1988). A study of instruction as discourse. Madison, WI: Wisconsin Center for Education Research.
15. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
16. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn math and science. Santa Monica, CA: Rand Corporation.
17. Raywid, M.A. (1982). The current status of schools of choice in public secondary education. Hempstead, NY: Project on Alternatives in Education, Hofstra University.
18. Raywid, M.A. (1990). Rethinking school governance. In R.F. Elmore (Ed.), Restructuring schools (pp. 152-205). San Francisco, CA: Jossey-Bass.
19. Raywid, M.A. (1995). Alternatives and marginal students. In M. Wang, M. & M. Reynolds (Eds.), Making a difference for students at-risk: Trends and alternatives (pp. 119-155). Thousand Oaks, CA: Corwin Press.
20. Slavin, R.E. (1990). Achievement effects of ability grouping in secondary schools: A best evidence synthesis. Review of Educational Research, 60, 471-499.
21. Toronto Board of Education. (1991). The social environment of schooling in a large urban centre: Dealing with youth alienation. Toronto, ON: Author.
22. Wehlage, G., Rutter, R.A., Smith, G.A., Lesko, N., & Fernandez, R.R. (1989). Reducing the risk: Schools as communities of support. Philadelphia, PA: Falmer.
23. Wehlage, G., Smith, G., & Lipman, P. (1992). Restructuring urban schools: The New Futures experience. American Educational Research Journal, 29(1), 51-93.