Educational administration
Marginalization and Alternative Education in Ontario: Exploring Student Experiences in the City of Peterborough
In Ontario, mainstream education often does not meet the individual learning needs of high school students who experience marginalization. Alternative school programs may offer these students greater support and flexibility in completing their high school diploma. While previous research on alternative education in Ontario is thorough, it is limited to the Greater Toronto Area (GTA). To address the lack of research within smaller communities, this project uses the experiences of alternative education students in the City of Peterborough to explore how alternative programs meet student needs. Using a narrative methodology, the project relies on interviews with six students who offer their stories of attending alternative education programs. Research findings suggest that alternative education programs offer a meaningful and effective way for students to complete high school. Participants emphasize the importance of positive relationships with teachers and staff, student-driven curriculum, paid co-operative credits, and material benefits.
Author Keywords: Alternative Education, Critical Pedagogy, Marginalization, Narrative Inquiry, Ontario, Student Experiences
A review of the first- and second-year experience of a group of Trent University students admitted below admission requirements
This study used qualitative research methods to explore the first- and second-year experiences of Trent University students who were admitted below admission requirements in September 2015. Through review of an on-line questionnaire completed by 13 students and two-rounds of semi-structured interviews completed by 5 students, information was gathered on the students' experiences, specifically regarding self-efficacy for academic achievement, self-efficacy for self-regulated learning, locus of control, student engagement, and sense of belonging. The major findings of this case study were grouped into four driving themes: self-awareness as a learner, goal-setting and motivation, the Trent community, and course experience. Participants of the study felt that the inclusive social and learning environments at Trent University enhanced their sense of belonging within the university community. These findings are not meant to be generalized, as they arose from this specific group of students at Trent University.
Author Keywords: first-year experience, locus of control, post-secondary, self-efficacy, sense of belonging, student engagement