Epstein and her colleagues developed a school engagement framework based on six indicators of school involvement (2004): • Parenting: to support families with information on home conditions, skills, and learning support for children at each age and grade level. • Communicating: Reaching out to families to provide timely information about school events and student progress through a channel of two-way communication. • Volunteering: Empower educators to work with parents and community members to improve recruitment, training, and attendance of volunteer stakeholders. • Learning at Home: Improve methods for including parents in the academic learning processes outside of the school building; including homework, curriculum-based projects, and personalized
Education, 135(3), 328-336. Harvard University Center on the Developing Child (2009) Five Numbers to Remember about Early Childhood Development, Developing Child, Harvard University, as retrieved from http://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/ Hirokazu, Y., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter?. Future Of Children, 26(2), 21-35.
According to an article “The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development”, authors Hulya Gulay Ogelman and Zarife Secer (2012) state their purpose is “to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development” (p. 169). The Ogelman and Secer’s hypothesis of this article is if the inclusive education affects students with special educational needs, then it improves students with special educational needs’ social skills and peer relationships. Inclusive education is to help students with special educational needs and students with typical developments to improve their social skills and reduce their problem behaviors. Special educational needs are students who have learning disabilities that need a special help. Typical
Through the literature review Early Childhood RtI are examine and explore so that developmentally appropriate practice in early childhood programs keep struggling students on grade level performance. Response to Intervention (RtI) Defining RtI Rudinoff (2011) defines RtI as a tiered model, and the intervention correlates with the student’s needs. The most important component of the RtI is its universal screening tool. The screening tool should employ developmentally and age appropriate assessments (Gersten, Rolhus, Clarke, Decker, Wilkins, & Dimino, 2015 and Watts, Duncan, Siegler, & Davis-Kean, 2014). Tier I foundation is built upon providing high-quality math instruction in a least constricted environment to student experiencing math difficulties (MD).
Annotated Bibliography Allisha Bass CED 605 Delta State University Annotated Bibliography Larkin, R., & Thyer, B. A. (1999). Evaluating cognitive–behavioral group counseling to improve elementary school students ' self-esteem, self-control, and classroom behavior. Behavioral Interventions, 14(3), 147-161.
Immigrant and refugee mothers’ experiences of the transition into childcare: a case study. European Early Childhood Education Research Journal, 23(5), 662-672. De Gioia, K. (2009). Parent and staff expectations for continuity of home practices in the child care setting for families with diverse cultural backgrounds. Australasian Journal of Early Childhood, 34(3),
The article I selected researched racial and ethnic disparities in ADHD diagnosis from kindergarten to eighth grade across the United States. This article best exemplifies the longitudinal Survey design through its exploration into what extent does racial and ethnic disparities play in the diagnosis of attention-deficit-hyperactivity-disorder also known as (ADHD) in children in early grades or middle school education. Diagnosis of any disability can have serious implications on student performance; this research emphasizes the importance of racial disparities in the diagnoses of learners in classrooms across the country. Morgan (2013) suggest minority students are dispproportional diagnosed and treated for ADHD. As such the effects of racial disparities on these learners can begin in kindergarden and have lasting effects on how people, learners, and educators arrive at understanding.
Examination of Multicultural Counseling Competencies in School Counselors Lynn Throtman Argosy University Social and Cultural Competencies for Counselors Professor Carmen Stephanie Larson, Ph.D 13 July 2015 Examination of Multicultural Counseling Competencies in School Counselors The purpose of the study was to researched 227 school counselor’s multicultural counseling competencies (MCC). Methods for measurements used in this study included self-report inventory, and ratings of responses to short vignettes. The author’s purpose for using these measurement was to assess or explain competency. Participants were recruited by email. The email was provided by the Texas Counseling Association (TCA), which contained a total of 3,260
On Tuesday, April 17, Bria Marcelo gave a training to student leaders about bias awareness. Marcelo works in the Chief Diversity Office and serves as the Director of Diversity Resources. I chose to attend as an opportunity to see how students are being taught about bias, to educate myself, and to also examine bias training from a supervisor point of view. This paper examines how the training relates to the Multicultural Change Intervention Matrix, themes of first-order change, and increasing multicultural competence. The Multicultural Change Intervention Matrix (MCIM), was designed to, “assist student affairs practitioners in conceptualizing and planning their multicultural interventions” (Pope et al., 2014, pg.
American Journal of Orthopsychiatry, 71(3), 298–310. doi:10.1037/0002-94188.8.131.528 Burdick-Will, J., Ludwig, J., Raudenbush, S. W., Sampson, R. J., Sonbonmatsu, L., & Sharkey, P. (2010). Converging evidence for neighborhood effects on children’s test scores: An experimental, quasi-experimental, and observational comparison. Paper prepared for the Brookings InstitutionProject on Social Inequality and Educational Disadvantage: New Evidence on How Families, Neighborhoods and Labor Markets Affect Educational Opportunities for American Children. Retrieved from
Kia Hassell Ahmad R. Washington, Ph.D., NCC Psychology Theories & Techniques of School Counseling - ECPY 630-97-4162_SYLLABUS The Effectiveness of Solution-Focused Therapy with Children in a School Setting 18 April 2017 University of Louisville Reference Franklin, C., Biever, J., Moore, K., Clemons, D., & Scamardo, M. (2001). The effectiveness of solution-focused therapy with children in a school setting. Research on Social Work Practice, 11(4), 411-434. Brief Introduction The study was designed to gauge the impact of solution-focused therapy on students, specifically children within school settings. The design used to facilitate this study were AB single case designs.
7. Park, Julie J. & Chang, Stephanie H. (2015). Understanding Students’ Precollege Experience With Racial Diversity: The High School as Microsystem. Journal of College Student Development, v56 n4, 349-363.
Jill Staat UEDU756 December 12, 2016 Annotated Bibliography 3 Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E.H., & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests. The Journal of Special Education, 40(3), 130-137. This research study compared measurable outcomes associated with class-wide peer tutoring using differentiated hands-on activities vs. teacher-directed instruction for students with mild disabilities in an inclusive 8th-grade science classes. Thirteen classes of 213 students (109 males; 104 females), of whom 44 were classified with disabilities, participated in 12-week sessions in a
After reading, “CALISTHENICS for a Child 's Mind” by Ingrid Wickelgren and “Getting Preschool Right” by Melinda Wenner Moyer I became very educated on a subject I was unfamiliar with. Additionally, I believe we should support and put more focus towards improving preschools for high risks populations. Preschools are where children learn essential life skills that create the building blocks for the child’s education in the future. The article, “Getting Preschool Right” states that “In a 2001 study, researchers at the University of Virginia found that the quality of children 's relationships with their kindergarten teacher predicted various academic and behavioral outcomes in eighth grade. "Whatever happens in children 's first educational