Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes

2002 ◽  
Vol 12 (3) ◽  
pp. 281-304 ◽  
Author(s):  
Antoinette F. Riester ◽  
Victoria Pursch ◽  
Linda Skrla
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Elementary Schools ◽  
Academic Success ◽  
Early Literacy ◽  
Low Income ◽  
School Success ◽  
Democratic Culture ◽  
Two Factors

This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

School-Based Social Justice: The Achieving Success Identity Pathways Program

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Kimberly A.S. Howard ◽  
V. Scott H. Solberg
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Low Income ◽  
School Success ◽  
Success For All ◽  
School Based ◽  
Cognitive Framework ◽  
Career Opportunities ◽  
Diverse Backgrounds ◽  
Main Components

It is imperative that school counselors become actively engaged in promoting school success for all students. For youth from low-income and diverse backgrounds, future career opportunities are predicated on achieving educational success. Therefore, school counselors become agents for social justice when creating, implementing, and supporting school-based interventions designed to promote school success, especially culturally relevant interventions that target youth from low-income and diverse backgrounds. This article describes the Ecological Developmental Cognitive Framework designed to inform the development of curricula that improve school success for all youth. The Achieving Success Identity Pathways is described as an example of curricula derived from this framework and a program that incorporates the four main components of the ASCA National Model®.

scholarly journals Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School

2015 ◽  
Vol 9 (1) ◽  
pp. 143-159 ◽  
Author(s):  
Denise Jones ◽  
Susan Browne
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Culturally Responsive ◽  
School Success ◽  
Classroom Practices ◽  
Student Culture ◽  
School Teachers ◽  
Culturally Responsive Practice ◽  
Childhood Education

It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.

scholarly journals Peran Orang Tua Dalam Perkembangan Ketrampilan Awal Literasi Anak

2020 ◽  
Vol 9 (2) ◽  
pp. 192-200
Author(s):  
Hafidz Triantoro Aji Pratomo ◽  
Muryanti Muryanti
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Correlation Study ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Cross Sectional ◽  
Parental History ◽  
Role Of Parents ◽  
Children's Literacy

Background: Literacy is a supporting component of children's academic success. Literacy ability is influenced by interdependent language skills. Limitations on early literacy skills increase the chance of academic process obstacles at school age. The role of parents is crucial in the child's development process especially in literacy. Aim this study is to describe correlation between parental variabels and early literacy skills.  Methods: This cross sectional research was conducted with a survey approach. The instrument was developed to explore demographic information, socioeconomic status, and the role of parents in developing early literacy skills. Statistic descriptive and correlation study was conducted to analyse 180 respondent data. Results: The role of parents has contributed to the development of early literacy skills. Parental history, mother's education, and language activities have a positive relationship with the development of early literacy skills. Conclusions: The role of parents is one of the multivariate variables that play a role in the development of early literacy skills. Further search is needed to see the extent of the role of parents in carrying out specific activities that are relevant to children's literacy abilities.

Freaks and Queers in the Study of Religion

2010 ◽  
Vol 39 (4) ◽  
Author(s):  
Melissa Wilcox
Keyword(s):  
Social Justice ◽  
Academic Success ◽  
Hiring Practices ◽  
Lack Of Fit

What does is mean to be a freak - a chimera - in the study of religion? What does it mean to be queer? This paper explores the effects of freakishness and queerness on hiring practices and academic success, arguing that those scholars who embody such forms of Otherness are particularly vulnerable to the insidious complaint of "lack of fit." The second half of the article considers the role of "freakish" and "queer" religions in the classroom, asking what value such religions can have for teaching and what role social justice plays in the pedagogy surrounding the teaching of (and by) freaks and queers.

scholarly journals A Social Justice Approach to School Counseling

2011 ◽  
Vol 3 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Dana Griffin ◽  
Sam Stern
Keyword(s):  
Social Justice ◽  
Academic Success ◽  
Leadership Development ◽  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Social Justice Advocacy ◽  
Counselor Educator ◽  
Working Together ◽  
Health Counselor

Based on the 2010 Multicultural-Social Justice Leadership Development academy presentation, this article focuses on how school counselors can collaborate with critical stakeholders to help mitigate barriers to academic success for low-income students and students of color. The overarching goal of the presentation was to define social justice, collaboration, and present a multicultural-social justice approach to school-family-community collaboration. The presenters were two school counselor educators, a mental health counselor educator, and a college/university counselor educator who all believed in the necessity of working together in order to help promote academic achievement for all students. In this article, barriers to social justice advocacy, strategies for implementing a social justice framework, and implications for school counselor practice and research are discussed.

The pathway to special education: The role of early risk factors in disability identification

2014 ◽  
Author(s):  
Whitney A. Leboeuf ◽  
Benjamin Brumley ◽  
John W. Fantuzzo ◽  
Cody A. Hostutler
Keyword(s):  
Risk Factors ◽  
Special Education ◽  
Early Risk ◽  
Early Risk Factors ◽  
Disability Identification
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