[PDF] After School Programs Space For Caring And Community Cultural Wealth eBook
After School Programs Space For Caring And Community Cultural Wealth Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of After School Programs Space For Caring And Community Cultural Wealth book. This book definitely worth reading, it is an incredibly well-written.
The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a small subset of children. More recently, they have been high percentages of minority students in attendance. Due to their increase in demand, many forms of program evaluation have been created. These evaluations do not speak to the levels of care that these students are receiving. This project aims to examine existing best practices used for Latin@ students in the classroom and in afterschool programs. Utilizing Nel Nodding's Theory of Care, Tara Yosso's Commuinity Cultural Wealth Model, and the experiences of four student experts, this project will serve as training for after school professionals in developing their programs.
The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures. Afterschool education has grown in recent years into a vast and diverse enterprise. In the United States, young people spend almost a third of their organized time (including school hours) in afterschool and summer programs. Yet there is little clear and conclusive research on afterschool programs—research that would help guide the practice of existing afterschool programs and establish guidelines for the creation of new programs. An indispensable guide for practitioners, administrators, policy makers, and parents, Afterschool Education will serve as the cornerstone for all future accounts of and proposals for this crucial educational field.
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.
Some say America's attention to community is in decline. As people work longer hours, endure longer commutes, and have less time to socialize and join community organizations, they are not getting to know their neighbors and communities. Schools exist in a vacuum, having little or no association with the surrounding neighborhood, and many neighborhoods lack safe places for youth to gather and socialize without parents being concerned about violence, drug use, abduction, traffic or other dangers. After school programs are uniquely suited to fill this void and become America's new neighborhood, a safe space for both kids and parents to gather to learn, play and connect. By giving schools, community based organizations and communities a sound investment in one another, after school programs have the power to reduce crime, increase safety, bring neighbors together, and foster community pride and ownership. Successful after school programs help young people become productive adults, get parents involved in their children's education, produce safer streets, address community needs, foster civic responsibility, strengthen community groups and rally residents around a common goal. In short, after school programs make communities safer and stronger. Successful afterschool programs help young people become productive adults, get parents involved in their children's education, produce safer streets, address community needs, foster civic responsibility, strengthen community groups and rally residents around a common goal. In short, afterschool programs make communities safer and stronger.
“If the cogent messages of this searing and compelling book are heeded and implemented by educational researchers, policymakers, and practitioners, our nation will be greatly enriched by the abundant gifts of young men of color.” —James A. Banks, Kerry and Linda Killinger Professor in Diversity Studies and Director of the Center for Multicultural Education, University of Washington, Seattle “This insightful, theoretically rich, and timely book helps readers understand why many young men turn to gangs and how schools and community-based organizations can counter the lure of the streets to expand opportunities for young men of color.” —Pedro A. Noguera, Peter L. Agnew Professor of Education, New York University, and author of City Schools and the American Dream “This book provides an important testament to the power we have to change lives and to the remarkable resiliency that brings hope in the face of hardship. —Rachel F. Moran, Michael J. Connell Distinguished Professor of Law and Dean, UCLA School of Law In Streetsmart Schoolsmart, two respected scholars present original research on youth gangs and school success to explain why some boys become disengaged and join gangs while others do not. Chapters vividly describe how urban boys from different ethnic backgrounds (Asian, African American, and Latino) approach schooling and identify the sociocultural factors that affect their choices. The authors concentrate on three areas: (1) the role of marginalized communities in the formation of urban gang youth, (2) the role of community-based organizations in reengaging urban youth, and (3) the role of schools in creating opportunities for urban boys to succeed despite disparities in their economic and social circumstances. Streetsmart Schoolsmart points the way toward important changes that can break the cycle of poverty in American neighborhoods and society. It is essential reading for educators and all professionals working with urban youth, and anyone concerned with the success of young boys. Gilberto Q. Conchas is executive director of the Career Academy Support Network (CASN) at the University of California, Berkeley, and associate professor of education at the University of California, Irvine. James Diego Vigil is professor of social ecology at the University of California, Irvine.
Improve student outcomes with a new approach to relationships and networks Relationships matter. Who You Know explores this simple idea to give teachers and school administrators a fresh perspective on how to break the pattern of inequality in American classrooms. It reveals how schools can invest in the power of relationships to increase social mobility for their students. Discussions about inequality often focus on achievement gaps. But opportunity is about more than just test scores. Opportunity gaps are a function of not just what students know, but who they know. This book explores the central role that relationships play in young people’s lives, and provides guidance for a path forward. Schools can: Integrate student support models that increase access to caring adults in students’ lives Invest in learning models that strengthen teacher-student relationships Deploy emerging technologies that expand students’ networks to experts and mentors from around world Exploring the latest tools, data, and real-world examples, this book provides evidence-based guidance for educators looking to level the playing field and expert analysis on how policymakers and entrepreneurs can help. Networks need no longer be limited by geography or circumstance. By making room for relationships, K-12 schools can transform themselves into hubs of next-generation learning and connecting. Who You Know explains how.
"Eight testimonios of Latina/o/x school and district leaders reveal how community cultural wealth, which is derived from critical race theory, informed professional motivations, leadership experiences, and advocacy actions. The concept of "engraving" asks readers to consider how these leadership characteristics can be endured"--
As of 2014, more than 10.2 million school age children in the United States were enrolled in after school programs. Of that number, 99,710 children participated in after school programs in Connecticut (Afterschool Alliance, 2015). Existing research has shown that these programs can have positive impacts by keeping children safe, improving social interactions and enhancing academics (Huang, Gribbons, Kim & Lee, 2000; Mahoney, Lord & Carryl, 2005; Yandell, Reisner & Pierce, 2007). High quality activities, relationships and interactions can play a critical role in the positive outcomes achieved from children participating in after school programs. This study investigated the role of organizational culture in after school programs to better understand staff and student perceptions of and contribution to that culture through their activities, relationships and interactions. Using Schein's Model of Organizational Culture as a guiding basis for this investigation, qualitative research processes including focus groups and indepth interviews were used. 53 after school student participants in kindergarten through grade seven from rural, suburban and urban school-based locations were interviewed in a focus group setting and in-depth interviews of 17 staff from these same after school programs were held. Questions asked of both groups were categorized based on Schein's three elements: Artifacts/Behaviors (after school environment), Espoused Values (relationships within the after school program) and Assumptions (deeply held beliefs of the after school program staff). It was found that these after school program sites showed a strong sense of team and community connection. The climate was described as caring, nurturing, comfortable, connected, happy and laid-back. Positive communication strategies used by the staff was a theme across the program practices and seemed to impact the students' interactions, as well. The recommendations based on the results were: Establish a fonnalized Orientation and Mentoring System for all staff of the after school program as a way for new staff to learn about the existing culture from those that have been living it. Using the strengths of the existing behaviors (artifacts) within the after school enviromnent, the relationships (espoused values) within the after school program and the deeply held beliefs (assumptions) of the after school program staff, create an overall orientation and men to ring process for all new staff entering into the program so these three elements endure. Staff should link more with the students on the reasoning for intentional program plans, in order for the students to understand more clearly why certain things are taking place (or not) within the program. Being intentional on planning as an artifact of the program can help to strengthen the relationships (espoused values) within the after school program, particularly between the staff and students. The staff seem to be on the same page with each other and the communication appears to be a strong part of the organizational culture, but it would be helpful to remind the students why there are certain rules and program components. Offer more focus groups to the students in the program as a way to learn more about their thoughts, feelings and suggestions so they feel more connected leading to stronger relationships (espoused values) within the after school program. The students seemed to be very excited to be a part of the process for this project. They felt important and wanted to be heard. The students took this process very seriously and respectfully answered questions. The program could get valuable information on continuous improvement strategies based on the outcome of these focus groups.
The After School Program in Lincoln Square at the MLK Jr. High School Campus is one of several high school afterschool programs funded by The After-School Corporation (TASC), a nonprofit organization dedicated to enhancing the quality and availability of in school afterschool programs in New York City and New York state. TASC presently funds afterschool programs in 143 public schools in New York City and 75 schools in 51 other New York State school districts. The goals of The After School Program in Lincoln Square are to improve the social, academic, and vocational competencies of school-aged youth; prevent out of wedlock pregnancies; reduce negative behaviors; and provide parents with a safe space for their children after school. The Lincoln Square Business Management Association, a non-profit organization, manages this program. [This Promising Practice was produced by the National Institute on Out-of-School Time for CityWorks and adapted from an original paper written by Sam Piha.].