School Counselors’ Experiences with a Summer Group Curriculum for High-Potential Children from Low-Income Families: A Qualitative Study

2013 ◽  
Vol 16 (3) ◽  
pp. 2156759X1701600
Author(s):  
Jean Sunde Peterson
Keyword(s):  
Qualitative Study ◽  
School Counselors ◽  
Low Income ◽  
Academic Program ◽  
High Potential ◽  
Gifted Children ◽  
Main Theme ◽  
Low Income Families ◽  
Group Guidance

School counselors facilitated group guidance for children from low-income families and assisted in classrooms with a full economic range during a summer academic program for young gifted children in order to increase knowledge about giftedness. This qualitative study explored how the counselors experienced being immersed with gifted children. The main theme in their language was that they had not expected such differentness. They viewed the children in new ways and considered how school counselors could support them.

scholarly journals Parent Perceptions on a Walking School Bus Program Among Low-Income Families: A Qualitative Study

2019 ◽  
Vol 16 (11) ◽  
pp. 1047-1053
Author(s):  
Katie Teller ◽  
Mark Abbey-Lambertz ◽  
Nasira Sharma ◽  
Alan Waite ◽  
Scott Ickes ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Low Income ◽  
Role Models ◽  
Controlled Trial ◽  
Parent Perceptions ◽  
School Age Children ◽  
School Bus ◽  
Recruitment Methods ◽  
Low Income Families ◽  
Walking School Bus

Background: The walking school bus (WSB) is a promising intervention to increase walking to school and physical activity in school-age children. The aim of this qualitative study was to assess parent perceptions of a WSB program that was part of a randomized controlled trial to inform future programs. Methods: The authors interviewed 45 parents whose children had participated in a WSB program in the Seattle area, in which third- and fifth-grade students walked to/from school with adult chaperones along a set route. The authors performed a qualitative analysis of the interview transcripts and coded interview segments into 4 broad categories as follows: facilitators, barriers, general positive sentiments, and proposals. Results: Most parents spoke of the benefits of the WSB program; in particular, parents frequently applauded exercise/physical health benefits. Of the barriers, the most frequently cited was time, with work schedule and commute changes leading some families to walk less frequently. Conclusions: Most parents voiced support for the WSB program as a means to improve child health, to learn pedestrian safety, and to interact with positive adult role models. Parents made several suggestions to improve the program, including better recruitment methods, logistical improvements, and a platform for communicating with other parents.

scholarly journals Mobile Device Use Among Rural, Low-Income Families and the Feasibility of an App to Encourage Preschoolers’ Physical Activity: Qualitative Study

10.2196/10858 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. e10858 ◽  
Author(s):  
Morgan L McCloskey ◽  
Darcy A Thompson ◽  
Barbara Chamberlin ◽  
Lauren Clark ◽  
Susan L Johnson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Mobile Device ◽  
Low Income ◽  
Low Income Families ◽  
Device Use

Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Heather A. Bower ◽  
Dana Griffin
Keyword(s):  
Elementary School ◽  
Parental Involvement ◽  
School Counselors ◽  
Low Income ◽  
Future Research ◽  
High Poverty ◽  
Increase Student Achievement ◽  
Urban Elementary School ◽  
Low Income Families

The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research.

The Effect of an Out-of-School Enrichment Program on the Academic Achievement of High-Potential Students From Low-Income Families

2017 ◽  
Vol 28 (3) ◽  
pp. 204-224 ◽  
Author(s):  
Jaret Hodges ◽  
Jason McIntosh ◽  
Marcia Gentry
Keyword(s):  
Language Arts ◽  
Student Performance ◽  
Low Income ◽  
English Language Arts ◽  
English Language ◽  
High Potential ◽  
Enrichment Programs ◽  
Mixed Effects Modeling ◽  
Low Income Families ◽  
Out Of School

High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of elementary students from low-income families on a Midwestern state achievement test in mathematics and English/language arts performance after attendance at an enrichment camp in the Midwest ( n = 137). The results of the analysis showed that camp attendance had a positive effect on the state standardized scores in both math (β = 11.370, SE = 3.846) and English/language arts (β = 8.294, SE = 3.874) of these students.

The college counseling dilemma: Information and/or advice?

2020 ◽  
Vol 102 (2) ◽  
pp. 40-43
Author(s):  
Gorana Ilic ◽  
James E. Rosenbaum ◽  
Isabelle Matthies ◽  
Lynn Meissner
Keyword(s):  
School Counselors ◽  
Low Income ◽  
First Generation ◽  
College Counseling ◽  
High School Counselors ◽  
College Going ◽  
Specific Advice ◽  
Market Trends ◽  
Low Income Families ◽  
To Receive

College counseling has become an increasingly significant part of high school counselors’ jobs, but too often, they focus primarily on college access, without paying attention to whether students are choosing the appropriate college for them. Gorana Ilic, James Rosenbaum, Isabelle Matthies, and Lynn Meissner interviewed counselors to better understand their perceptions of their role and found that, while many made an effort to provide information about college options, they were reluctant to offer personalized advice. However, first-generation students from low-income families have fewer opportunities to receive specific advice from their families. Efforts to improve college-going rates, such as by having all students complete college applications, lead many counselors and students to turn to community colleges and other schools with low admissions standards, even if such schools are an “undermatch” for students’ actual capabilities. The authors suggest that counselors need to provide more individualized advice, while being aware of an array of college options, current labor market trends, and how bias may inform their recommendations.

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