The Influence of the California Partnership Academy Small Learning Community Model on Student Outcomes in One Suburban School District PDF Download
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Author: Sheila Mary Folan
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 334
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Author: Sheila Mary Folan
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 334
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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Author: Tina Ruggeiro
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 80
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Author: Vincent A. Devlahovich
Publisher:
ISBN:
Category : Community college student development programs
Languages : en
Pages : 114
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Book Description
A photography and geology learning community called the Canyons Residential Field Studies Model (CRFSM) was examined using mixed methods at a suburban community college during fall semester of 2012 to address whether its implementation can help enrolled students succeed in higher numbers in the current economic climate of budget cuts and enrollment caps. Two residential learning community class sections in co-enrolled Introduction to Photography and Introduction to Geology classes that each incorporated two 48 hour weekend field experiences and four face-to-face class meetings were compared to 2 traditional class sections for each of these two disciplines. The CRFSM class students constituted a learning community that took a large portion of responsibility for their own learning in the courses through cooperative assignments and group work. Quantitative data was gathered using a pre- and post-intervention engagement survey instrument that incorporated 21 Likert-scaled quantitative questions and two open-ended qualitative questions to determine whether any differences were found between these classes and traditional stand-alone campus classes in final course grades, engagement, and retention. The findings indicate no effect of the CRFSM on final course grades or retention, but the findings indicated an increase in engagement for students in the CRFSM. Qualitative results from four open-ended survey questions were also examined to determine student perceptions of the intervention and reported in the study. A majority of the intervention students reported strongly positive experiences in the class. Additional research is necessary to examine this model further.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Carrie Lynn Mitchell
Publisher:
ISBN: 9781109942125
Category : School improvement programs
Languages : en
Pages : 210
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Book Description
The survey was administered to 92 teachers and 8 administrators. Data from the survey responses were compared with participants' school type, Type of Educator, and demographic variables, and were tabulated using standard summary statistics.
Author: Jarrad D. Plante
Publisher: Springer Nature
ISBN: 3031164040
Category : Political Science
Languages : en
Pages : 141
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Book Description
This book examines community partnership schools in the USA. Authored by academics and practitioners, it provides an overview of how community schools work in practice, provides a historical context of the model, and demonstrates the importance of the university-community connection in their effective running. Above all, the book showcases how community partnership schools are educational equity solutions that provide support services to underserved students, families, and communities. It will appeal to students and scholars of public administration, public policy, public health, and education, as well as practitioners.
Author: Clayton A. Hurd
Publisher: University of Pennsylvania Press
ISBN: 0812290100
Category : Social Science
Languages : en
Pages : 289
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Book Description
The school-aged population of the United States has become more racially and ethnically diverse in recent decades, but its public schools have become significantly less integrated. In California, nearly half of the state's Latino youth attend intensely-segregated minority schools. Apart from shifts in law and educational policy at the federal level, this gradual resegregation is propelled in part by grassroots efforts led predominantly by white, middle-class residential communities that campaign to reorganize districts and establish ethnically separate neighborhood schools. Despite protests that such campaigns are not racially, culturally, or socioeconomically motivated, the outcomes of these efforts are often the increased isolation of Latino students in high-poverty schools with fewer resources, less experienced teachers, and fewer social networks that cross lines of racial, class, and ethnic difference. Confronting Suburban School Resegregation in California investigates the struggles in a central California school district, where a predominantly white residential community recently undertook a decade-long campaign to "secede" from an increasingly Latino-attended school district. Drawing on years of ethnographic research, Clayton A. Hurd explores the core issues at stake in resegregation campaigns as well as the resistance against them mobilized by the working-class Latino community. From the emotionally charged narratives of local students, parents, teachers, school administrators, and community activists emerges a compelling portrait of competing visions for equitable and quality education, shared control, and social and racial justice.
Author: Sebastian Castrechini
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
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Book Description
In a nation where 42 percent of children live in low-income families, too many schools face the challenge of teaching students burdened with unmet needs that pose obstacles to learning. Community schools that align schools and community resources are a promising strategy for improving student outcomes by providing wraparound services that meet the social, physical, cognitive, and economic needs of both students and families. And while much of the current literature on community schools focuses on highlighting policies and practices to support the implementation of community school models, very little research examines how community schools affect student outcomes. Since 2007, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has partnered with the Redwood City School District (RCSD) in Redwood City, California, south of San Francisco, to conduct research on participation and outcomes for students in the Redwood City School District's community schools. This local initiative includes five community schools, with students in grades K through 8, that provided more than 250 programs, services, and events in the 2010-11 school year. The purpose of this paper is to provide an in-depth analysis of one district's community schools using quantitative data to show how students and families use services at these schools and how those services work together to positively affect student outcomes. The main findings from this analysis are: (1) Supplemental programs provided at Redwood City School District community schools reached more than 70 percent of the students enrolled at those schools; (2) English learner students with consistent program participation over time showed gains in English language development scores; and (3) Community school programs were linked to positive attitudes about school for middle school students. This report, by focusing on the experience of the Redwood City School District, seeks to inform community school efforts in other parts of the country with insights into potential ways that community schools interact with students and families to improve student outcomes. Community school results framework mapped to indicators and potential data sources is appended. (Contains 7 figures and 36 endnotes.).
Author: Stephanie Kay Lewis-Briggs
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 248
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Book Description
