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I am College and Career Ready Student Support Program (iCCR)
Abstract
The I am College and Career Ready Student Support Program (iCCR). The iCCR was a collaboratively designed system utilizing a PAR (Herr & Anderson, 2015; Ivankova, 2015) structure that (a) provided staff and stakeholder professional development on a graduation profile that identify post-secondary needs for all students, (b) collaboratively set positive goals and expectations for all students in our schools to be ready for 21st century post-secondary environments, (c) developed and implemented college and career ready advisory period curriculum and supporting experiences, and (d) provided parent workshops to increase parent knowledge of college and career readiness standards being expected of students, and (e) provided ongoing professional development sessions for the implementation of iCCR curriculum with advisors in their advisory period.
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Ecological systems theory (EST) has been suggested as a framework to provide effective school psychology services, but previous reviews of research found questionable consistency between methods and the principles of EST. The current article reviewed 349 articles published in School Psychology Review (SPR) between 2006 and 2015 and compared the methods with five criteria for consistency with EST. A large majority of the studies (87.0%) published in SPR assessed the dependent variable in a manner that represented an authentic environment, and 72.6% considered the individual. Only 37.4% considered the environmental context of the intervention, 33.2% considered multiple environments, and 46.1% examined the processes with which individuals interacted with their environment. Although the final three criteria were infrequently met, there were upward trends in the data for each. Implications for practice and research are included.
While segregation in public schools was found unconstitutional in the Brown v. Board of Education of Topeka Kansas case in 1954, many present day African American students still attend segregated schools. Within these de facto segregated schools, students meet challenges to educational achievement. In a sample of 160 African American students, the current study examined the relationships among parental racial socialization techniques, school-based discrimination, and future academic expectations. Results showed that cultural socialization messages from parents are salient as these messages act as moderators in the relationship between future academic expectations and peer and teacher-based discrimination, respectively. Thus, in de facto segregated public schools, messages that African American parents give their students assist their students in developing resilient educational pathways.
This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success.
Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high school, we examine the educational practices that result in ELLs’ restricted curricular choices. The findings expose the way in which ELLs’ chances for rigorous academic preparation are systematically reduced and point to the importance of providing ELLs with high-level academic curriculum while also supplying linguistic scaffolding that makes such learning possible.
The robust correlation between peer and adolescent alcohol use (AU) has been taken as evidence for both socialization and selection processes in the etiology of adolescent AU. Accumulating evidence from studies using a diverse range of methodological and statistical approaches suggests that both processes are involved. A major challenge in testing whether peer AU predicts an adolescent's drinking (socialization) or whether an adolescent's drinking predicts peer AU (selection) is the myriad of potentially confounding factors that might lead to an overestimation of socialization and selection effects. After creating AU transition groups based on peer and adolescent AU across two waves (N = 765; age = 10-15; 53 % female), we test whether transitions into AU by adolescents and peers predict later peer and adolescent AU respectively, using (1) propensity score analysis to balance transition groups on 26 potential confounds, (2) a longitudinal design with three waves to establish temporal precedence, and (3) both adolescent (target) and peer self-report of peer AU to disentangle effects attributable to shared reporter bias. Both selection and socialization were supported using both peer self-report of AU and adolescent-report of peer AU. Although cross-sectional analyses suggested peer self-reported models were associated with smaller effects than perceived peer AU, longitudinal analyses suggest a similar sized effect across reporter of peer AU for both selection and socialization. The implications of these findings for the etiology and treatment of adolescent AU are discussed.
Abstract Having a sense of hope and aspirations for the future are often conceptualized
as components of resilience for youth in urban environments. However,
less is known about the factors that may influence how young people develop their
future aspirations, and how those aspirations may impact their experiences at
school. This study uses structural equation modeling to identify some potential
pathways through which parental relationships and neighborhood environments may
impact perceptions of future success and associations between future aspirations and
self-efficacy in school settings for adolescents in urban environments. Data from a
self-efficacy questionnaire completed by 489 participants in the Project on Human
Development in Chicago Neighborhoods (mean age 17.2) were used to test the fit of
our conceptual model. The analyses indicated strong relationships among the
variables and a robust model fit, as assessed by multiple fit indices. The findings
suggest that several factors, including neighborhood safety and supportive parental
relationships, can help youth maintain hope for the future and that such future
aspirations can bolster adolescents’ sense of self-efficacy in school. Implications of
these findings for social work theory, practice, policy, and research are described.
This chapter discusses the liberatory and transformational potential of participatory and action research. We begin by situating participatory and action research within its historical roots in the majority world. We describe some of the contemporary social realities facing a growing number of people, particularly the ever-increasing poverty and violent conflicts that shape life for many in the global community. We argue that the transformational and liberatory goals of participatory and action research offer resources for engaging with communities in challenging thees structural inequalities. Drawing upon the theoretical contributions of liberation theology, we suggest that a preferential option for the poor and a politically contextualized psychology are critical to renew participatory and action research to more fully realize the radical changes envisioned by its founders. We conclude with a discussion of the challenges, possibilities, and contradictions facing those seeking to engage in transformational liberatory research within a globalized world, particularly those of us working within or from the base of university systems of power and privilege
This study uses a mixed methods approach to examine a new type of curriculum configuration that supports students’ transitions to college: career technical programs of study (POS). Interview and survey data were collected from a college and its feeder high schools in each of three well-established (“mature”) sites in geographically varied communities in the United States to investigate how POS are structured, what the key the “ingredients” are, and what students experience as they move through the POS. Interview findings suggest that the key elements of POS include dedicated staff to create secondary–postsecondary connections, active multistakeholder advisory committees, and flexibility and compromise in developing dual-credit options for students. Survey data show that high school students feel positively about their experiences in POS; however, career guidance is lacking. Student records indicate that even when POS were in place to support their transition, less than one-fifth of students remained in the same POS in college that they began in high school. Results are discussed in relation to the 2006 Perkins IV legislation.
Constructivist grounded theory is useful for pursuing critical qualitative inquiry. This article introduces critical inquiry and shows its connections with pragmatism, the philosophical foundation of constructivist grounded theory. Pragmatism provides a theoretical frame for thinking about critical qualitative inquiry; constructivist grounded theory is a method of conducting it. Constructivist grounded theory broadens critical inquiry as it fosters defining emergent critical questions throughout the research process. This method also encourages interrogating the taken-for-granted methodological individualism pervading much of qualitative inquiry because it facilitates developing a deeply reflexive stance called methodological self-consciousness. In turn, this methodological self-consciousness supports researchers in interrogating their data, nascent analyses, and actions while they proceed with their projects. The article mentions several strategies for putting constructivist grounded theory into practice and concludes with ideas about where this practice could take us.
What are the key issues confronting the call for a new critical inquiry? How to create a new family of terms for a new critical inquiry, terms slip and slide, fall over one another: critical embodied, transformative, dialogic, reflexive, participatory, emancipatory, narratives of resistance, plateaus, planes of composition, Deleuze, Guattari, assemblages, affect, nomadic inquiry, rhizomatic, love, loss, praxis writing as a way of being in the world. Writing framed around acts of activism and resistance. How do we move forward?
Resegregation as Curriculum offers a compelling look at the formation and implementation of school resegregation as contemporary education policy, as well as its impact on the meaning of schooling for students subject to such policies. Working from a ten-year study of a school district undergoing a process of resegregation, Rosiek and Winslow examine the ways this "new racial segregation" is rationalized and the psychological and sociological effects it has on the children of all races in that community. Drawing on critical race theory, agential realism, and contemporary pragmatist semiotics, the authors expose how these events functioned as a hidden curriculum that has profound repercussions on the students' identity formation, self-worth, conceptions of citizenship, and social hope. This important account of racial stratification of educational opportunity expands our understanding of the negative consequences of racial segregation in schools and serves as a critical resource for academics, educators, and experts who are concerned about the effects of resegregation nationwide.
This Handbook brings together a collection of leading international authors to reflect on the influence of central contributions, or classics, that have shaped the development of the field of public policy and administration. The Handbook reflects on a wide range of key contributions to the field, selected on the basis of their international and wider disciplinary impact. Focusing on classics that contributed significantly to the field over the second half of the 20th century, it offers insights into works that have explored aspects of the policy process, of particular features of bureaucracy, and of administrative and policy reforms. Each classic is discussed by a leading international scholars. They offer unique insights into the ways in which individual classics have been received in scholarly debates and disciplines, how classics have shaped evolving research agendas, and how the individual classics continue to shape contemporary scholarly debates. In doing so, this volume offers a novel approach towards considering the various central contributions to the field. The Handbook offers students of public policy and administration state-of-the-art insights into the enduring impact of key contributions to the field
Jean Anyon's groundbreaking new book reveals the influence of federal and metropolitan policies and practices on the poverty that plagues schools and communities in American cities and segregated, low-income suburbs. Public policies…such as those regulating the minimum wage, job availability, tax rates, federal transit, and affordable housing…all create conditions in urban areas that no education policy as currently conceived can transcend. In this first book since her best-selling Ghetto Schooling, Jean Anyon argues that we must replace these federal and metro-area policies with more equitable ones so that urban school reform can have positive life consequences for students.
Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance. It provides easily accessible data on key topics in education today, including:
• Education levels and student numbers: How far have adults studied, and how does early childhood education affect student performance later on?
• Higher education and work: How many young people graduate from tertiary education, and how easily do they enter the world of work?
• Economic and social benefits of education: How does education affect people’s job prospects, and what is its impact on incomes?
• Paying for education: What share of public spending goes on education, and what is the role of private spending?
• The school environment: How many hours do teachers work, and how does class size vary?
Each indicator is presented on a two-page spread. The left-hand page explains the significance of the indicator, discusses the main findings, examines key trends and provides readers with a roadmap for finding out more in the OECD education databases and in other OECD education publications. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format.
Using a school-based sample of 675 adolescents, this short-term longitudinal investigation examined the relationships among individual, family, and school influences on adolescent adjustment problems. Adolescents' perceptions of school climate and their sense of connectedness to school were negatively associated with conduct problems. A significant interaction between parental academic support and adolescents' academic aspirations was detected for the total sample, boys, and White youth, indicating that parental support serves a protective function against conduct problems for students with low academic expectations. Adolescents' hopefulness, parental academic aspirations, and school connectedness were negatively associated with depression. Adolescents' hopefulness and their academic aspirations moderated associations between both family and school influences on adolescent adjustment with youth gender and race qualifying these interaction effects.
Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Studies of political consumerism among young citizens are a relatively recent development. In this study, the authors use Bronfenbrenner's ecological theory of child development as a first attempt to build an explanatory model of teens' socialization into political consumption behaviors. Structural equation modeling indicates that certain cultural factors (e.g., church attendance, parent education) influence micro-level systems within which children might acquire political consumer behaviors (including parent-child interaction, school activities related to politics, and online media use). Implications are discussed.
Since the SupremeCourt's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the direction of more recent trends in racial segregation, largely driven by how one defines and measures segregation. Depending on the definition used, segregation has either increased substantially or changed little, although there are important differences in the trends across regions, racial groups, and institutional levels. Limited evidence on school economic segregation makes documenting trends difficult, but students appear to be more segregated by income across schools and districts today than in 1990. We also discuss the role of desegregation litigation, demographic changes, and residential segregation in shaping trends in both racial and economic segregation. We develop a general conceptual model of how and why school segregation might affect students and review the relatively thin body of empirical evidence that explicitly assesses the consequences of school segregation. We conclude with a discussion of aspects of school segregation on which further research is needed.
With Bronfenbrenner's (1977) ecological theory and other multifactor models (e.g. Pianta, 1999; Prinstein, Boergers, & Spirito, 2001) underlying this study design, the purpose was to examine, simultaneously, key variables in multiple life contexts (microsystem, mesosystem, exosystem levels) for their individual and combined roles in predicting adolescent risk-taking and goal-oriented behaviors. Predictor variables were parenting behaviors (parenting style, monitoring, and involvement), the risk-taking and goal-oriented behavior of peers, and religiosity (attendance, involvement, and importance). General media consumption was also explored. The participants in this study were 272 9th to 12th grade Caucasian and Arab-American high school students (124 males and 148 females) from a suburban public school district in the midwestern United States (Mean age=15.64). Results revealed several themes, including that peers appeared to have the primary role in explaining variance in risk behaviors, while parents have the primary role in explaining goal-oriented behavior. Religiosity contributed minimally. There were several noteworthy differences between the two cultural groups regarding which factors explained the most variance in criterion variables. Results are explored in more detail and implications for prevention and intervention are discussed.
This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school-related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.”
The influx of multicultural and multiethnic immigrants to the United States following the liberalization of immigration law in 1965 has resulted in a high representation of children who reside with immigrant families. As these children are approaching early adulthood, their encounter with various ecological systems is likely to be shaped by their cultural differences and the diversity of family settings. Drawing on the insights of Bronfenbrenner's ecological systems theory, this article highlights the critical function that family social ecology plays in how children of immigrants will fare over their adolescent life course. By providing a comprehensive picture of how immigrant family process takes place, this article suggests how understanding the ecology of immigrant families can help strengthen social work service delivery.
Newly available enrollment data for over 120 countries for the period 1870-1980 are used to examine theories of mass educational expansion. Event-history analyses indicate that mass educational systems appeared at a steady rate before the 1940s and sharply increased after 1950. Pooled panel regressions show that the expansion of mass education, once formed, followed an S-shaped diffusion pattern before 1940, continuing with added force later. Expansion is endemic in the system. National variation exists; indications of national modernization or of structural location in world society, however, have only modest effects. It seems that mass education spreads in a world organized politically as nation-states and candidate states. Rates of appearance of mass education and of expansion accelerated sharply after World War II, with the intensification of the nation-state model and the centrality of mass education in this model.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
In this study, we investigated the interplay between screen time, sleep duration, outdoor play, having a television in the bedroom and the number of televisions at home and their association with body mass index (BMI) in preschool children. All participants, 3–4 years of age (n = 759), were part of the Groningen expert center for kids with obesity (GECKO) Drenthe birth cohort. Weight and height were measured. Total screen time, number of televisions at home, a television in the bedroom, sleep duration and time of outdoor play were self-reported by parents in a questionnaire. Ordinary least square (OLS) regression-based path analysis was used to estimate direct and indirect effects on BMI in mediation models. A television in the bedroom or more televisions at home gave a higher screen time, which were associated with decreased sleep duration and resulted in higher BMI (indirect effect = 0.0115, 95 % bootstrap interval = 0.0016; 0.0368 and indirect effect = 0.0026, 95 % bootstrap interval = 0.0004; 0.0078, respectively). In contrast to the direct effect of screen time, sleep duration and a television in the bedroom on BMI, no direct effect was found for outdoor play and number or televisions at home on BMI.
Conclusions: Short sleep duration, long screen time and a television in the bedroom were associated with the presence of overweight in preschool children.
The article explores the concept of wicked problems and proposes a reinvigorated application of this concept for wider educational use. This recommendation stems from the contributions of a number of scholars who frame some of the most contentious and recalcitrant educational issues as wicked problems. The present authors build upon these previous explorations of wickedity and initially apply it to literacy learning. They then discuss the relevance for wicked responses and wicked actions for the wider educational community (e.g. parents, teachers, policy-makers, teacher educators and educational researchers). The authors conclude with three proposals for understanding and addressing wickedity: (a) promoting careful observation and continuous curiosity, (b) increasing conversations with diverse stakeholders and (c) engaging in collective and distributed sense-making.
How to Design and Evaluate Research in Education provides a comprehensive introduction to educational research. The text covers the most widely used research methodologies and discusses each step in the research process in detail. Step-by-step analysis of real research studies provides students with practical examples of how to prepare their work and read that of others. End-of-chapter problem sheets, comprehensive coverage of data analysis, and information on how to prepare research proposals and reports make it appropriate both for courses that focus on doing research and for those that stress how to read and understand research. The authors' writing is simple and direct and the presentations are enhanced with clarifying examples, summarizing charts, tables and diagrams, numerous illustrations of key concepts and ideas, and a friendly two-color design.
In this article, the author explains the process of conscientization as an intrinsic part of cultural action for freedom. He rejects the mechanistic and behaviorist understanding of consciousness as a passive copy of reality. Instead, he proposes the critical dimension of consciousness that recognizes human beings as active agents who transform their world. He makes specific reference to the political and social situation in Latin America in the 1960s and 1970s, discussing the need for cultural action in order to break the existing "culture of silence." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examines the relationship of academic achievement to future time perspective (FTP), hope, and ethnic identity among low-income, rural and urban African American adolescents ( N = 661). Findings indicate that adolescents who are oriented toward the future, determined to reach their goals (hope), and interested in and have a strong sense of belonging to their ethnic group tend to academically outperform adolescents reporting lower scores in the areas of FTP, hope, and ethnic identity. Regression analyses indicate that FTP, hope, and ethnic identity explain a significant, independent portion of the variability in academic achievement. However, ethnic identity is a stronger predictor of academic achievement for urban than rural African American adolescents.