This document provides an overview of Dr. Rhonda Lee Petrini's dissertation which informed her student success philosophy. Her dissertation was a program evaluation of a tutoring program called College Bound Tutoring that serves disenfranchised prospective first-generation college students. The program is located in a southwestern US city where many families face challenges like poverty, crime, discrimination, and lack of English proficiency and parental education. The tutoring program was created to help break the cycle of these issues and prepare students for college. Dr. Petrini's dissertation explored the program's effectiveness through interviews and data analysis. The findings centered on themes of hope, social-emotional learning, leadership, and creating a college-going culture.
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
La Solution Efficace qui permet aux gens de gagner de l'argent!
Pensez vous que cela puisse intéresser beaucoup de gens?
Et vous même, seriez-vous intéresser?
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
La Solution Efficace qui permet aux gens de gagner de l'argent!
Pensez vous que cela puisse intéresser beaucoup de gens?
Et vous même, seriez-vous intéresser?
The rise of consumer adblocking technology allows consumers to choose whether to see advertisements. This has a big effect on how brands and publishers communicate with their customers. Here are stats and insights on the state of play, giving an overview and understanding of the size of the adblocking problem and what to do about it.
Esta presentación pretende dar a conocer la importancia de las herramientas y aplicaciones de la web 2.0 en el contexto educativo, como innovación actual.
STUDENTS NAME :
REGISTRATION NUMBER:
SCHOOL :
FACULTY :
COURSE TITLE :
DATE :
HOW MINORITY RECRUITMENT AND ENROLLMENT IS EFFECTIVE ON PREDOMINANTLY WHITE INSTITUTIONS.
INTRODUCTION.
A predominantly white institution refers to an institution of higher learning that mainly comprises of white students and few other races such as African-Americans, Asians and Hispanic. The racial diversity in higher learning institutions across the United States of America is inconsistent since many colleges and campuses tend to be white. Minority and racial recruitment have become significant in general recruitment efforts at many predominantly white institutions. Despite the increased efforts a majority of learning institutions are still unsuccessful in increasing diversity on campus. In predominantly white institutions, it is difficult for foreign students to blend with the white. Most of them are despised, not only by their fellow students but also their teachers. They are never given attention and they are deemed stupid for any concerns they raise in class. This can lead to lower class participation, grades and in some cases even drop outs. This is why it is important for minority students in predominantly white institutions to have a strong support network. We therefore look at look at how minority recruitment and enrollment is now effective on predominantly white institutions.
Some predominantly white institutions have student groups that are dedicated in supporting the foreign students to adjustments. This includes organizations such as Asian Student Association, Black Cultural Society and South Asian Multicultural Organized Students Association. These organizations welcome and support students from other races and also create a network for students to people who remind them of their families. This is essential for a group of students who feel isolated and lack a sense of belonging.
The legal aspect of diversity in higher education system ensures increase in minority groups. The current efforts being made by institutes of higher education to increase diversity on campuses stems from early American segregation. The Supreme Court set legal standards for social conditions. Among them was the separate-but-equal legal standard, also called Plessy v. Ferguson, which was a legal justification for European Americans who attempted to keep the minority illiterate and submissive.
In order to further increased minority enrollment in American colleges and universities, the Supreme Court heard the case of Regents of the University of California v.Bakke in 1978. Bakke who is a student, was denied admission twice to a California medical school despite having better grades and test scores than successful minority applicants. Bakke was among the first to present grievances about affirmative action to court. Bakke clai.
Racial and Ethnic Diversity in Undergraduate Social .docxDustiBuckner14
Racial and Ethnic Diversity in Undergraduate Social Work Programs:
How are Programs in Rural Areas Faring?
David L. Beimers
Brian Warner
Paul Force-Emery Mackie
Minnesota State University, Mankato
Abstract. Social work programs have a long-standing commitment to recruiting and educating
racially and ethnically diverse students. However, some programs in rural areas have greater
difficulty meeting this commitment. This study examined racial and ethnic diversity within
baccalaureate social work (BSW) programs, focusing primarily on student enrollment, faculty,
perceptions of diversity, and interventions to attract students. Program directors of BSW
programs from 10 Midwestern states were surveyed. Forty-two programs responded. The
results indicate that as a whole, social work programs differ in their levels of racial and ethnic
diversity. However, BSW programs in rural areas tend to have fewer students and fewer faculty
who are racially or ethnically diverse. BSW program directors recognize lack of diversity as an
issue, yet strategies that have been used to increase diversity have been only minimally
effective. Implications for social work programs and strategies to enhance diversity are
discussed.
Keywords: racial and ethnic diversity, recruitment, rural, social work education, students
The United States is becoming an increasingly racially and ethnically diverse society.
The populations in the United States that identify as Hispanic or Latino origin, as well as people
who identify as Asian each grew by 43% between 2000 and 2010 (Humes, Jones, & Ramirez,
2011). A change in diversity is also taking place on college campuses. Enrollment rates among
college-age Hispanics reached 15% of the overall enrollment of young adults in two- or four-
year colleges in 2010, representing a new high for the share of college students (Fry, 2011).
Attracting racially and ethnically diverse college students has long been desirous for
many academic disciplines on college campuses, including social work programs. A 1998
national opinion poll sponsored by the Ford Foundation’s Campus Diversity Initiative (as cited
in Smith & Schonfeld, 2000) reported that “over 90% of the public believe that diversity is
important and that higher education has an important role in fostering it” (p. 17). Having a
diverse student population helps to overcome historical oppression, enhance multicultural
practice, and benefits student learning (Denson & Chang, 2009; Terenzini, Cabrera, Colbeck,
Bjorklund, & Parente, 2001). Interactions with students who are racially and ethnically diverse
can lead to greater understanding of how social problems affect diverse populations (Luo &
Jamieson-Drake, 2009). Students of a different race or ethnicity can also bring a diverse way of
thinking to classrooms (Chang, Denson, Saenz, & Misa, 2006). Thus, student diversity can
enhan.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
r_ j- 1 Th »,1Forging 21st Century Partnerships .docxanhlodge
r_ j- 1 Th »,
1
Forging 21st Century Partnerships
with Community Colleges
Glennda M . Bivens, Frankie Santos Laanan, & Lyn A . Brodersen
What happens to youth after they leave high school? Com munity colleges share common
goals with Extension and Outreach through land-grant universities and can partner in
educating diverse citizens to benefit individuals and communities.
W hile Cooperative Extension formally links research and practice through land-grant
institutions and youth-centered programs such
as 4-H, are there missed opportunities for further
developing students and communities through
com m unity colleges? Extension and Outreach
and com m unity colleges, working together, have
the potential to transform communities. How can
com m unity colleges complement the Extension
and Outreach mission?
Population migration poses unique challenges to
Extension and Outreach in traditionally rural and
agricultural states. For example, between 2000
and 2oro, while the population of Iowa increased
by 4.1 percent, rural populations decreased by
5.4 percent, and urban areas experienced a ro.r
increase (Swenson, 2or3). Essentially, residents of
rural areas are migrating to urban areas in search
of jobs and educational opportunities. Given this
reality, it is im portant to meet communities where
they are. One of the ways is through partnering
with com m unity colleges.
Land-grant institutions are unique because of their
mission to provide education to historically-mar
ginalized and first-generation populations as well
to provide community empowerment through
research and Extension in the community. Many
informal educational opportunities are under the
umbrellas of 4-H or youth development through
land-grant institutions. What happens to 4-H youth
who attend community college after high school?
Why Community Colleges?
The mission of community colleges has been to
offer open access to postsecondary education by
providing educational opportunities that meet
the needs of the local community (Cohen, Brawer,
& Kisker, 2or3). Due to changing student demo
graphics and the increasing demands on commu
nity colleges, these institutions play a critical role
in educating and training 2rst century workers in
high-wage, middle-skill career and technical edu
cation fields (Compton, Laanan, & Starobin, 2oro;
Laanan, Starobin, Compton, & Freidel, 2009). Also,
more women and historically underrepresented
individuals are choosing to start their postsecond
ary education at a community college with the
aspiration to transfer to a four-year college (Bragg,
2001). In 2012, 45 percent of all undergraduates, or
7.2 million students, were enrolled in community
colleges. Community college students come largely
from historically-marginalized groups such as low-
income, first-generation, females, students from
underrepresented racial and ethnic backgrounds,
and students over 25 years old.
There are a number of reasons that c.
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
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Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
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Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)