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Articles 1 - 7 of 7
Full-Text Articles in Education
Community Schools: Effectiveness Of Addressing Barriers To Education In Suburban Communities, Tiffany Patterson
Community Schools: Effectiveness Of Addressing Barriers To Education In Suburban Communities, Tiffany Patterson
Honors Theses
Over the years, the once thought of as stable suburban community has seen a significant increase in poverty and homelessness which has impacted students in similar ways as it has students in urban area schools and has resulted in the implementation of community school programs. According to Pew Research Center in 2020, there were 37.2 million people living in poverty, 16.2 million live in the suburbs, 15.1 million reside in urban communities – and collectively 11.6 million are minors. Community school programs have grown in popularity as an intervention in urban communities to address challenges that students have encountered which …
The Development Of An After-School Program For Youth Placed At-Risk: A Collaborative Approach, K. Andrew R. Richards, Victoria Shiver, Michael A. Lawson, Tania Alameda-Lawson
The Development Of An After-School Program For Youth Placed At-Risk: A Collaborative Approach, K. Andrew R. Richards, Victoria Shiver, Michael A. Lawson, Tania Alameda-Lawson
National Youth Advocacy and Resilience Conference
Educators, program practitioners, and potential community partners may enjoy this presentation on a collaborative approach to improving the lives of youth that have been placed at-risk within and outside of a Title I elementary school’s after-school program. By combining resources, expertise, and disciplines, the program works to develop well-rounded and personally and socially responsible children through academic enrichment, sport-based youth development, and parental engagement.
An Investigation Of Volunteer-Student Relationship Trajectories Within School-Based Youth Mentoring Programs, Thomas Keller, Julia Pryce
An Investigation Of Volunteer-Student Relationship Trajectories Within School-Based Youth Mentoring Programs, Thomas Keller, Julia Pryce
Julia Pryce
This prospective, mixed-method study investigates the development of school-based mentoring relationships using direct observations, in-depth interviews, and questionnaires from the perspective of mentors and students. A pattern-oriented analysis of qualitative data explores the diversity observed in the life-course of mentor-student relationships. Systematic variation in developmental trends across relationships revealed four distinctive groupings. Some relationships showed progressive improvement in strength and quality. Others started well but reached a plateau and did not become particularly close. A third group struggled throughout to make a connection. Finally, some relationships succeeded after a breakthrough to overcome their challenges. These inductively derived categories are corroborated …
The Effects Of Parental Monitoring And Parent-Child Relationships Quality On Children's Academic Engagement In Mother-Headed, Single-Parent Families, Benjamin Robert Malczyk
The Effects Of Parental Monitoring And Parent-Child Relationships Quality On Children's Academic Engagement In Mother-Headed, Single-Parent Families, Benjamin Robert Malczyk
Legacy Theses & Dissertations (2009 - 2024)
Using a sample of 110 mother-headed single-parent families, this longitudinal study examined the relationship between pre-adolescent students’ academic engagement and three variables: Parental monitoring, parent-child attachment, and observed child-parent relationship quality. Special interest resided in the extent to which observed relationship quality or attachment moderated the relationship between parental monitoring and academic engagement.
The Relationship Between School-Based Mental Health Services And Academic Achievement, Jessica Ramirez
The Relationship Between School-Based Mental Health Services And Academic Achievement, Jessica Ramirez
Electronic Theses, Projects, and Dissertations
The purpose of this study was to determine if there was a significant relationship between school-based mental health services and academic achievement. The study focused on (N=38) students in elementary and middle school, who participated in services from the 2012-2013 school year. The test scores before and after they received services were gathered from an existing database to determine how effective school-based mental health services were. The results indicated there was not a significant difference in measures of academic achievement before and after school-based mental health services. However, results demonstrated a positive relationship between test scores before and after school-based …
Do Teachers' Perceptions Of Students Success Differ Between Students In Foster Care And Students Who Are Not In Foster Care, Nira Ortega Mejias
Do Teachers' Perceptions Of Students Success Differ Between Students In Foster Care And Students Who Are Not In Foster Care, Nira Ortega Mejias
Theses Digitization Project
The purpose of this study is to assess teacher's perceptions of academic and life success among high school students in foster care in comparison to high school students who are not in foster care. The intent of the study is to examine whether teachers view students who are in foster care placement differently than students who are not in foster care. 36 teachers from two local high schools in Riverside and San Bernardino County were selected to participate in the study.
Early Childhood Education: A Meta-Analytic Affirmation Of The Short- And Long-Term Benefits Of Educational Opportunity, Kevin M. Gorey
Early Childhood Education: A Meta-Analytic Affirmation Of The Short- And Long-Term Benefits Of Educational Opportunity, Kevin M. Gorey
Social Work Publications
Some scholars who emphasize the heritability of intelligence have suggested that compensatory preschool programs, designed to ameliorate the plight of socioeconomically or otherwise environmentally impoverished children, are wasteful. They have hypothesized that cognitive abilities result primarily from genetic causes and that such environmental manipulations are ineffective. Alternatively, based on the theory that intelligence and related complex human behaviors are probably always determined by myriad complex interactions of genes and environments, the present meta-analytic study is based on the assumption that such behaviors can be both highly heritable and highly malleable. Integrating results across 35 preschool experiments and quasi-experiments, the primary …