The Authentic Athletic-Academic Model:
An Interdisciplinary Approach to Educate and Empower Alternative High School Students
DOI:
https://doi.org/10.32674/jise.v7i1.1206Keywords:
alternative education settings, at-risk youth, sports-based learning, project-based learningAbstract
Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.
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References
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Gordon, B., Jacobs, J. M., & Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility based after-school program for disengaged middle-school boys. Journal of Teaching in Physical Education, 35(4), 358-369. doi:10.1123/jtpe.2016-0106
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Han, S., Capraro, R. M., Capraro, M. M. (2016). How science, technology, engineering, and mathematics project-based learning affects high-need students in the U.S. Learning and Individual Differences, 51, 157-166. Retrieved from https://doi.org/10.1016/j.lindif.2016.
08.045
Hardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., . . . Wollega, E. D. (2013). Teachers in an interdisciplinary learning community: Engaging, integrating, and strengthening K-12 education. Journal of Teacher Education, 64(5), 409-425. doi:10.1177/0022487113496640
Harrison, J. L., Azzarito, L., & Burden, J. J. (2004). Perceptions of athletic superiority: A view from the other side. Race Ethnicity and Education, 7(2), 149-166. doi:10.1080/1361332042000234277
Heckman, J. J., & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition, working paper no. 19656. National Bureau of Economic Research, Cambridge, MA. Retrieved May 6, 2018 from http://www.nber.org/papers
/w19656
Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449-463. Retrieved from: http://dx.doi.org.ezproxy.liberty.edu/10.1080/00220671.
2014.979911
Aktami, H., Higde, E., & Özden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4).
Jacobs, J., & Wright, P. (2014). Social and emotional learning policies and physical education: Column editor: K. andrew R. richards. Strategies, 27(6), 42-44. doi:10.1080/08924562.
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Jewett, E., & Kuhn, D. (2016). Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students. Journal of Experimental Child Psychology, 143, 154-161. doi: 10.1016/j.jecp.2015.10.019
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Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. doi:10.1177/1365480216659733
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2019-06-15
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The Authentic Athletic-Academic Model:: An Interdisciplinary Approach to Educate and Empower Alternative High School Students. (2019). Journal of Interdisciplinary Studies in Education, 7(1), 38-54. https://doi.org/10.32674/jise.v7i1.1206
