ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals, Release These People!
Author: McLeod, Kimberly
Date: 2005-00-00
Type: Journal Articles
Subjects: School Counselors,Urban Schools,Achievement Gap,Public Schools,Counselor Role,Student Diversity,Educational Legislation,Federal Legislation,African American Students,White Students,Racial Differences

Counselors are pinnacle partners in addressing No Child Left Behind legislation and academic reform initiatives in urban schools. Unfortunately, many times the role and responsibility of the school counselor is misunderstood, underutilized and inappropriately administered in menial and routine tasks on campus. This article discusses the professional potential school counselors have in reducing achievement gap and working with campus administration in true leadership collaborations that address the academic needs of public school youth.
Tuning in While Growing Up: Messages Adolescents Receive from Popular Music Regarding Relationships
Author: Scott Glass, J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Adolescents,Music,Popular Culture,Interpersonal Relationship,Adolescent Development,Thematic Approach,School Counselors,School Counseling,Intimacy,Rating Scales,Sexuality

Music has long been important to adolescents. It is one way they can express themselves and find a voice to represent the special circumstances they experience as young people. It is also known that love and romance are an important part of the adolescent experience (Paul &amp; White, 1990). So, what messages do adolescents learn about relationships through popular music? This article examines the romantic themes present in the top songs from the past 20 years of popular music, and presents ideas about how this information can be used by school counselors working with adolescents.
Black Butterfly: A Statement on Counseling Minority Youth
Author: McLeod, Kimberly
Date: 2005-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Client Relationship,Minority Group Students,Racial Factors,Cultural Influences,Competence,Value Judgment

There are numerous challenges present when non-minority therapists engage in counseling relationships with minority clients. Several issues from the therapist's perspective are presented and various suggestions are offered to non-minority therapists working with minority clients.
Educators' Responses to Internalizing and Externalizing Symptomatology in Children: Implications for School Professionals
Author: Sternlof, Steve
Date: 2005-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Interpersonal Attraction,Child Behavior,Antisocial Behavior,Self Destructive Behavior,Rejection (Psychology),Elementary School Teachers,Secondary School Teachers,School Counselors,Media Specialists,Rating Scales,Questionnaires,Video Technology

This study examined the relationship between educators' ratings (N = 182) of interpersonal attractiveness and rejection for children exhibiting internalizing and externalizing behaviors. Results revealed that internalizing behavior was perceived to be less interpersonally attractive but was not necessarily seen with greater levels of personal rejection. Externalizing behavior was perceived negatively on both interpersonal attractiveness and personal rejection measures. Ratings of personal rejection for externalizing behavior were greater than ratings of rejection for internalizing behavior. Implications as to the role of school counselors in providing specialized training, professional development, and consultation are addressed along with directions for future research.
Wondering about NCLB
Author: Shannon, Patrick
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Access to Education,Educational Indicators,Federal Programs,Scores,Neoliberalism,Educational Policy

Using data from one &quot;successful&quot; school district, I argue that, contrary to its egalitarian rhetoric, No Child Left Behind (NCLB) provides a mechanism for identifying the many whom Hernstein and Murray would exclude from schooling beyond the elementary grades because they cannot learn enough to justify the expense of their teaching. To challenge this conservative agenda in neoliberal clothing, teachers, researchers and the public should contest the political, social, and economic assumptions on which NCLB rests and work to build institutions which revitalize democratic values and support the continuous development of all citizens.
Getting the Right Mix: Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts
Author: Proffitt, Christine
Date: 2010-06-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Art Education,At Risk Students,Sustainability,Program Development,Best Practices,Community Support,Stakeholders,Personnel Selection,Fund Raising,Public Support,Income,Program Evaluation,Organizational Communication,Information Dissemination,Planning

High-quality youth arts programs that take place outside the formal education system play a vital role in supporting the developmental needs and well-being of today's youth, particularly youth at risk of negative outcomes. Out-of-school time (OST) youth arts programs provide opportunities for youth to learn about themselves and their world while cultivating skills they may be unable to fully develop at home or at school. The research reported in this article focuses on understanding the strategies employed by OST youth arts programs in Massachusetts to promote financial sustainability and resource development.
Playing a Double Game: Authorial Reading and the Ethics of Interpretation
Author: Smith, Michael W.
Date: 2005-09-00
Type: Journal Articles
Subjects: College Students,English Instruction,Schools of Education,Literacy,Ethics,Intellectual Disciplines,Reading,Authors

Students in English education typically have to live in (at least) two worlds: departments of English in which they receive their disciplinary training, and departments or schools or programs of education in which they work to develop the pedagogical content knowledge they need to teach in that discipline. Often those worlds are far apart. In this article, Michael Smith and Peter Rabinowitz, describe their own collaborative efforts as fruitful, mainly because of their differences. Smith is a Professor of Literacy Education, while Rabinowitz is a Professor of Comparative Literature. They share that they have always been able to work through their differences because they share a theory of literacy reading despite their different disciplinary norms. They write here that their work developing this theory has been important to both of them for it has allowed them to benefit from (rather than dismiss) each other's perspectives as their exploration of two important ethical issues in the reading and teaching of literature moves forward. The authors conclude by saying their differences mirror the larger disciplinary differences that students in English education often experience. They wish to encourage classroom discussions of literature that are informed both by the head and the heart, discussions that see seemingly polar positions complementing each other in meaningful ways.
Project Exploration's Sisters4Science: Involving Urban Girls of Color in Science Out of School
Author: Lyon, Gabrielle
Date: 2010-06-00
Type: Journal Articles
Subjects: After School Programs,Middle School Students,High School Students,Females,Minority Group Students,Science Interests,Student Interests,Science Instruction,At Risk Students,Relevance (Education),Urban Schools,Science Activities,Scientists,School Community Programs,Partnerships in Education

Project Exploration's Sisters4Science (S4S) is an afterschool program for middle and high school urban girls of color. Designed to &quot;get&quot; girls interested in science, &quot;keep&quot; girls interested in science, and &quot;equip&quot; girls with skills and experiences that enable them to pursue science, S4S creates a science-rich learning environment that puts girls at the center. This paper sketches the context for participation in science by girls from historically underrepresented populations and offers a detailed description of S4S and its personalized, girl-centered pedagogy. Project Exploration's personalized curriculum--which focuses on fostering and supporting long-term relationships, knowing students for what they are interested in as well as what they can do, and bringing young people from historically underserved communities together with scientists--is inherent in Sisters4Science. Project Exploration's orientation to making science accessible to urban girls of color is grounded in a girl-centered research base.
High-Impact Afterschool for All: A Statewide Quality Framework
Author: Siaca, Jennifer L.
Date: 2010-06-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Program Content,Program Evaluation,Self Evaluation (Groups),Technical Assistance,Public Policy

The need for afterschool programs is clear: Research and practice demonstrate that quality afterschool programs keep youth safe; support working families; and provide critical learning, personal development, arts, and recreational opportunities. New York State alone uses nearly $300 million in local, state, and federal funds for afterschool programs; it delivers public funds to organizations using a wide array of program models that serve many different populations (New York State Afterschool Network [NYSAN], 2008). The diversity of the afterschool field allows young people to have valuable, varied experiences. Still, the field must articulate common elements that all programs should incorporate into their work in order to maximize positive outcomes for youth. This article follows NYSAN's journey from developing the first iteration of the framework through implementing complex strategies to promote quality throughout the state and suggests ways in which this framework can be useful to afterschool practitioners, technical assistance professionals, intermediaries, and policymakers nationwide.
Promoting Physical Activity in Afterschool Programs
Author: Beighle, Aaron
Date: 2010-06-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Health Promotion,After School Programs,Guidelines,Public Health,Physical Activity Level,Educational Strategies,Equipment,Educational Quality,Best Practices,Children

Children in the United States are not engaging in sufficient amounts of routine physical activity, and this lack is an emerging public health concern (Strong, Malina, Blimkie, Daniels, Dishman, Gutin, et al., 2005). Efforts to increase the physical activity levels of children and adolescents has become a national priority, attracting attention from professionals in medicine, public health, education, recreation, economics, and health promotion (Pate, et al., 2006). In an effort to promote physical activity among all Americans, the U.S. Department of Health and Human Services (USDHHS, 2008) created evidence-based (Strong, et al., 2005) physical activity guidelines. This paper will provide program leaders and staff with a brief overview of what is known about physical activity in afterschool programs. Then, by integrating experience in afterschool programming with expertise in health promotion, physical education, physical activity promotion, public health, and the social psychology of sport and physical activity, the authors present strategies and recommendations for promoting physical activity in afterschool settings.
The Arts Matter in Afterschool: Community Youth Arts and Out-of-School Time
Author: Hager, Lori L.
Date: 2010-06-00
Type: Journal Articles
Subjects: After School Programs,Community Programs,Youth Programs,Art Activities,Artists,Art Education,United States History,Partnerships in Education,School Community Programs

The afterschool community has long embraced the arts as part of the constellation of services offered to youth during nonschool hours. However, there has been much less comprehensive research in, and support for, the arts outside of school. Despite the fact that the United States has many local, regional, and state examples of excellent partnerships between the arts and afterschool, as well as model community-based afterschool youth arts programs, in the arts learning field these partnerships and programs are only beginning to foster evidence-based research and disseminate &quot;best practices.&quot; This paper calls attention to community youth arts in order to address the need for more formal and research-based alliances between the arts learning and afterschool fields. The author concludes that the afterschool and arts communities need to work with state and local arts agencies to identify experienced arts educators and teaching artists; define high-quality arts participation; and integrate social, developmental, and academic goals with rigorous arts programming that meets 21st century goals.
Supporting Distance Learners: Making Practice More Effective
Author: Pratt, Keryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Qualitative Research,School Support,Educational Resources,Student Attitudes,Participant Satisfaction,Online Courses,Semi Structured Interviews,Instructional Material Evaluation,Learning Activities,Educational Practices,Graduate Students,Course Evaluation,Program Effectiveness,Foreign Countries

This paper reports on a qualitative evaluation of the postgraduate courses offered by distance in one university department. The types and amount of support provided to students was evaluated and compared with Simpson's (2008a) Proactive Motivational Support model (PaMS). While students were largely satisfied with the support they received during their studies, their perceptions of the levels and effectiveness of that support varied. They also perceived a variation in the levels of support between individual courses. A number of areas where support could be improved were identified, including those that met the characteristics of the PaMS model.
Nana for a New Generation
Author: Sellers, Denise T.
Date: 2010-00-00
Type: Journal Articles
Subjects: After School Programs,Child Care,Teachers,Students,Parents,Volunteers

In this article, the author reflects on all she received from playing at her grandmother's (Nana) house, where Nana was in essence, a volunteer childcare provider, overseeing neighborhood children during their out-of-school time. This was &quot;de facto&quot; childcare. Parents knew and trusted Nana, and the children loved her. Out-of-school time programs, especially afterschool programs, have become the new &quot;neighborhood&quot; for millions of schoolchildren. Caring neighborhood mothers and grandmothers have been replaced by paid or volunteer staff. In further reflection, the author adds, one element of the past that frequently remains, especially in small programs, is the family grouping concept. In many afterschool programs, children attend with siblings in configurations similar to the multi-age groupings of the author's old neighborhood. Although remembered experiences have been centered in a small, middle-class suburban community, they are no less pertinent in other environments where afterschool or out-of-school time programs operate. Urban, suburban, or rural; low income, at-risk, socially isolated--whatever the label society has chosen for a neighborhood or its residents, children are children, and all need the same supports to help them grow into healthy, fully functioning adults. Whatever the stated goals of a youth program, this should be the underpinning on which the curriculum and structure are based.
Learning Te Reo Maori via Online Distance Education: A Case Study
Author: Jeurissen, Maree
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Case Studies,Indigenous Knowledge,Language Maintenance,Language Minorities,Secondary School Curriculum,Malayo Polynesian Languages,Online Courses,Electronic Learning,Resilience (Psychology),Student Experience,Observation,Participant Satisfaction,Student Attitudes,Teacher Attitudes,Institutional Characteristics,Community Attitudes,Academic Achievement,Foreign Countries,Program Effectiveness,Teaching Methods

Despite some gains in the regeneration of te reo Maori, the indigenous language of Aotearoa New Zealand, its long-term survival remains threatened. One avenue for regeneration seldom considered is the English-medium secondary school. This article reports on a case study where students in one such school chose te reo Maori as an option and, and, because no face-to-face teacher was available, opted to continue via online distance education. Their experience over a year was documented and analysed through the lens of Willems' (2012) quadripartite model of resilience. Despite high levels of motivation, the students encountered considerable difficulties from which educators and education policy makers can learn important lessons.
Participation over Time: Keeping Youth Engaged from Middle School to High School
Author: Deschenes, Sarah
Date: 2010-00-00
Type: Journal Articles
Subjects: After School Programs,Adolescent Development,Adolescent Attitudes,Learner Engagement,Developmental Stages,Student Participation,Middle School Students,High School Students,School Community Programs,Program Descriptions,Age Differences,Peer Relationship,Educational Strategies,Student Needs,Surveys,Interviews

Adolescence is a period of rapid developmental changes. Only in the early years of childhood do individuals experience such a brisk pace of change. However, all too often, out-of-school time (OST) programs do not recognize how quickly the needs and interests of adolescents shift along with their developmental changes. Program staff know--and studies have documented--that, as children enter adolescence, their participation in OST programs drops off (American Youth Policy Forum, 2006; Lauver, Little, &amp; Weiss, 2004; Sipe, Ma, &amp; Gambone, 1998). To attract older youth, programs need to offer experiences for teens that look and feel different from those designed for elementary school children. This article, drawing on data collected in a larger study of practices that engage older youth in OST programs over time (Deschenes et al., 2010), shares insights about programs that successfully engage older youth and the strategies they use to maintain high participation rates. In the study described herein, attention to developmental differences emerged as central to the strategies that kept middle and high school youth engaged in OST programs over time. This article sheds light on how a set of school and community-based programs with high rates of participation addressed these changing needs. First, an overview of the larger study and description of the characteristics of the program sample are presented. Then, some of the findings that indicated the importance of addressing developmental differences as a participation strategy are detailed.
Enhancing Program Quality and Care through Supervision
Author: Olsen, Heather
Date: 2010-04-00
Type: Journal Articles
Subjects: After School Programs,Interpersonal Competence,Interpersonal Relationship,Risk,Mentors,Supervision,Supervisors,Best Practices,Behavior Modification,Job Training,Accountability,Emergency Programs,Program Evaluation

In this age of accountability, afterschool programs are increasingly held responsible for providing youth with quality care and education. Afterschool programs play a critical role in helping youth develop their intrapersonal and interpersonal skills, often by engaging them in activities in which they interact with their peers. Such activities require afterschool program staff to carefully supervise children and youth in order to manage risk and ensure the young people's safety. Relationship building and mentoring are also part of such supervision. The &quot;supervision&quot; we explore in this article is the watchful guidance provided by staff members to program participants rather than the mentoring a senior staff member provides to a less experienced youth worker. This article explores the &quot;best practices&quot; of this kind of supervision in afterschool programs, outlining programs' responsibilities and suggesting practical supervisory techniques. A framework of supervision for small- and large-group activities outlines the responsibilities and duties of supervisors and can help afterschool programs develop their own supervision plans.
Integrating Diversity and Cultural Education into Literacy
Author: Pan, Pamela
Date: 2006-03-00
Type: Journal Articles
Subjects: Literacy Education,Social Justice,Citizenship Education,Social Attitudes,Social Bias,Cultural Pluralism,Ethnic Diversity,Teaching Methods,Minority Group Students,Teacher Role,Curriculum Development,Intergroup Relations

The integration of diversity and cultural education is a journey of discovery and empowerment. There will be many unexpected and emotion-laden encounters, but it is a journey important for everyone, minority as well as white students, to undertake. It takes every citizen of this country to take actions against racial prejudice and discrimination for such things to be eliminated and diversity to be truly regarded as a treasure. Educators bear the responsibility and prerogative of helping to shape students' understanding and perception of diversity. Literacy is a tool through which these goals can be reached. Integration of diversity into literacy instruction makes literacy a path to empowerment. In the journey, students become not only better readers, writers, thinkers, but also more active and conscientious participants in democracy.
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
Author: Barker, Walter A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Youth Programs,After School Programs,Science Education,Urban Areas,STEM Education,Introductory Courses,Experiential Learning,Urban Youth,Program Descriptions,Program Evaluation,Extension Education

Young people in the U.S. are falling behind their peers in the rest of the developed world in science, technology, engineering, and math. The Program for International Student Assessment study, conducted every three years, ranked the U.S. 24th in math and science out of 29 countries in the Organization for Economic Cooperation and Development (Baldi et al., 2007). Out-of-school time programs can support young people in learning science, technology, engineering, and math (STEM) concepts and skills. A decade of research and evaluations (National Institute on Out-of-School Time, 2009) provides strong evidence that afterschool programs make a difference in the lives of youth who attend. 4-H--one of the oldest and largest out-of-school youth development programs in the country--can make a unique contribution. Its roots in the national land-grant university system give 4-H substantial experience in developing hands-on STEM programming that engages young people. Moving beyond its rural and agricultural roots, 4-H is taking this expertise into urban settings. This article describes a twelve-week introductory science program piloted by University of Nevada Cooperative Extension 4-H Youth Development. The program, called &quot;New Faces, New Places,&quot; took place in three Nevada cities (Las Vegas, Henderson, and Logandale). It was delivered after school at 15 sites, each with 40 youth ages 8-15. Sites included community clubs, school sites, community centers, faith-based organizations, and day and overnight camps. Activities in New Faces, New Places were designed to engage youth in enjoyable, concrete projects that would pique future interest in 4-H and STEM learning. This article illustrates how the program employed 4-H's experiential learning model to successfully engage urban youth in science learning.