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critiques of student engagement
Importance of student engagement
critiques of student engagement
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Part 1: Analyzing Current Involvement Programs
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
Program Name and Descri...
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...bs are broken into smaller parts and separated by the sport or activity their student participates in. Deer Valley High School is a wonderful school to work at and to teach at. Students, parents, teachers, administrators, and community leaders all work together to provide the funding and the know how to help the students become future leaders in the community. Deer Valley is a family and family always does what they can to give the next generation all the tools they need to be successful in life.
References
Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press.
National Education Association. (2008). Parent, family, community involvement in education.
Washington, D.C.: NEA Policy and Practice Department: Center for Great Public Schools.
Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541)
Treasure Coast High School is a breaking rank, small learning community high school that was established in 2006 under the leadership of Dr. Helen Roberts. Breaking ranks is a concept that refers to schools that are stepping away from the norms in education and doing things differently. There is a strong focus on data driven school decision making and the goal is to prepare students to be successful in the twenty-first century. The school has a capacity for 2500 students and employs approximately 175 teachers, staff and administrators. Due to the large size students are teamed by their English, math, science and freshman seminar teachers during the 9th grade and their English, math, science and social studies teachers during their 10th grade. Upon entering upper school (11th & 12th grades) students are teamed by their Small Learning Communities which support their Career and Technical Education programs selected during the 10th grade. Treasure Coast High boasts three innovative Small Learning Communities that support eight Career Academies. In this paper I will conduct an evaluation critique of the Health Science Program in the Public Service Academy. The goal is to see if it meets the stringent Career and Professional Education (CAPE) Academy standards set forth by the Florida legislation, senate bill 1908.
At this time, I became a group leader in an after-school program for a 3rd-grade class. This was my first time working with children and as imagined, it was a tough transition. The students were Latino and African American, living in poverty stricken neighborhoods with a dysfunctional home life. The program focused on students who were at risk of retention. A large number of students were below average and had been recommended to receive extra academic support. As a result of my time spent working and learning with the students, I choose an educational path.
The support that students from Middle School 244 receive from their teachers and counselors more than just surprise me. I would personally expect that level of compassion from a high school guidance counselor at the earliest. I believe it is that kind of support that will rebuild a school community, reshape students, and revitalize hope into not only the students but also the school’s faculty.
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
The Cabot School District is committed to meeting the needs of all students not only academically but also socially and culturally by creating an atmosphere that embraces diversity and provides students with meaningful diversified and multicultural educational opportunities. The goals and objectives set forth in this strategic planned are aimed at providing a learning environment that enriches the quality of education by providing students with the opportunity to acquire skills that allow them to function effectively as human beings in a highly diverse society.
Berns, R., (2010), Child, Family, School, Community: Socialization and Support; Belmont CA. Wadsworth Cengage Learning.
This school districts have cut back on their funding for drama clubs and family and consumer science programs and either reduced the number of afterschool sports offered or put a hefty price tag on participation. The end result is that an increasing number of low-income students find themselves left on the sidelines. High minority and low-income students’ population in this school system have become increasingly disengaged and disconnected, their participation rates are
“At the heart of a high-community school is an inclusive web of respectful, supportive relationships among and between students, teachers and parents. We learn best from, and with, those to whom we relate well. High-community schools emphasize not only the importance of academic learning, but also the other qualities that ...
In suburban school districts home life, socioeconomic status, and school staff play a huge role in how a student develops within their educational
Many have never had high school graduates in their families. Culturally and financially their children have not been exposed to extra-curricular activities nor educational enhancement opportunities, like clubs and field trips intended to expand their quest for knowledge. The schools often lack the faculty, funding and support that is more obvious in the schools of more populated Omaha, where the school boards are highly educated and professional and whose tax bases are wealthy and generous to education.
As a shy freshman, I wandered around the halls, struggling to find where each of my classrooms were. I assumed that every high school was just like mine, and didn’t think anything of the undesirable lunches or early start times. I looked past the trite freshmen programs that were set up for me, and school “spirit” sessions that just left me feeling less spirited than before. Going into my junior year of high school, I have become accustomed to the ways of Columbia City High School. However, along with becoming accustomed, I have become aware of different programs that other schools facilitate. Desiring the same programs, I began to think of innovative ways to change our high school.
I have spent nearly three years walking the halls of Tallassee High School as both an intern and a full – time teacher. I have been so proud to teach at THS. I have grieved leaving this profession because being a teacher has truly been my joy and my honor. I have cried knowing I will miss my students dearly – the 200+ lives I have had the pleasure to get to know over my time here. But I have also been burdened not knowing who will advocate for them in my absence. And so this letter is my last advocacy for those students who are hurting, those who feel overlooked, and those who are vulnerable. Because I love this school, this community, and my students so much, I feel compelled to share my concerns. All of these concerns come out of a love for
Through these fun and challenging times each one of us has built strong relationships. Whether it was with friends or a teacher, we have developed connections and memories that will be with us forever, even if we lose contact with those individuals. Some students have discovered they have a passion for writing through a creative writing class or want to have a career in business from taking Mr. Ide’s inspirational marketing classes. Others have participated in CLIP or summer school to catch up and make it possible for them to be here today. I went to Heights Elementary and have spent the last 12 years with the same group of people. Attending school with the people I’ve known since elementary and middle school, and making homecoming posters with them for four years in a row, has given me a chance to get to know the people around me better than I ever thought I would.
After reading Hallway Hangers, a sense of the complex relationship between poverty and education is gained: it a dualistic one. In some views, education is a means out of poverty, yet those who grow up poor often have different opportunities, hopes, and experiences in their school years. During my time thus far at Colgate, I have participated and watched many sporting events on campus, and found that local families attend and cheer with as much enthusiasm as the students. Similarly, on National Athletes appreciation Day last year the Student Athletic Advisory Committee (SAAC) ran a program at both the elementary and high schools in Hamilton, providing question and answer periods for the students and giving them skills clinics. The tremendous respect that I felt that the students gave me was overwhelming, not because I was just an athlete, but because I attended Colgate University. While observing the sporting events and the community outreach programs I realized then that Colgate is a virtual mecca for this area. So a double standard is evident: the presence of a relatively prestigious college is no doubt an inspiration to local students; but the reality of the matter is - how many of these youths could, and would, achieve a college diploma?