Alternative Education within an Inclusive System: A Participatory Case Study of A Secondary Alternative Education Program on Prince Edward Island

This participatory case study investigated an alternative education program for students considered at risk of dropping out of school in Prince Edward Island. The case study sought to reveal how the program changed students' experience of school, the different teaching practices used by the program teachers, and the elements of this program that could be applied to other programs in public education. The study followed a small group of at-risk students participating in the tier one cohort of an alternative education program in a Prince Edward Island high school. The study also presents data from the cohort teachers, resource teacher, youth worker, and principal of this program. This study took a constructivist theoretical frame and data were gathered in the following ways: personal observations; student focus groups; staff focus group; individual interviews with the principal and youth worker; and one teacher's diary. Data analysis followed Patton's (2002) first cut, the constant comparison method, and the theory of convergence. The findings of this study supported the continuation and improvement of the cohort program. Recommendations for improvement included continuation of the breakfast and lunch programs; assignment of cohort teachers before other placements; continuation of resource support in afternoon classes; an increase professional development opportunities for teachers; development and implementation of meaningful, current, real-world curriculum for students; implementation of a employment placement; addition of a personal development course; and development of supports for working students.