Abstract
Purpose. The purpose of this educational study was to describe how face-to-face learning blended with web-based learning management systems (LMS) within alternative education schools as described through the perspective of 3 veteran teachers who taught in blended learning environments. Theoretical Framework. The theory used in this study to assist educational leaders to make an organizational paradigm shift was Burns's (1978) transformational leadership theory. The theory used in this study to assist educational leaders develop a more informed understanding of how students learn was Kolb's (1984) experiential learning theory. Methodology. This study used a descriptive qualitative multiple-case study research method. Data were collected using interviews, direct observations, artifacts, documents, and archival data. Findings and Conclusions. Following the data collection and data analysis process, 6 themes emerged from the data on blended learning in alternative education designed for struggling students. The 6 themes revolved around (a) flexibility of staff and students, (b) personalization of students learning experiences, (c) alternative environment as opposed to traditional learning environments, (d) connectedness/relationship for students, (e) technology integration, and (f) alternative education leadership which were supportive of teachers and students. The factors that allowed the teachers to be effective teachers within the alternative education environment included the support from the site and district leadership and the resources made available through technology. Another significant factor was the experience of the veteran teacher and the flexibility to meet the diverse needs of diverse students. The teachers in alternative education played the most important role in the success of the students. Recommendations. The site administrators need to be present, supportive of teacher innovation and teacher autonomy. The site administrators need to be involved, knowledgeable, and committed to the alternative school, the staff, and the students. The support from district leadership needs to be inclusive but not intrusive. With the strong site and district leadership, teachers will reach a high level of autonomy and ownership, which will allow the teachers to better service the needs of struggling students in alternative education.