Community-Based Art Programs, Collaborative Partnerships, and Community Resources for At-Risk Students

Students in danger of not completing a particular level of schooling have been termed “at-risk.” Reasons that students may be at risk include individual characteristics, family circumstances, poor school conditions, and lack of community resources. Studies of single factors, multiple factors, and programmatic interventions have all identified specific variables associated with greater risk of dropping out of school. The various factors associated with dropping out can offset one another to reduce the risk or reinforce one another to enhance the risk that students will leave school early.

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Watching the Walls Crumble

Advances in Media, Entertainment, and the Arts - Handbook of Research on the Facilitation of Civic Engagement through Community Art ◽

10.4018/978-1-5225-1727-6.ch020 ◽

2017 ◽

pp. 434-453

Author(s):

Kira Hegeman

Keyword(s):

Group Dynamics ◽

Social Engagement ◽

Chiang Mai ◽

Community Based ◽

Art Programs ◽

Community Based Art ◽

Social Separation

This chapter offers an account of nine-months with the Young Lion's Global Artists, a youth arts program based in Chiang Mai, Thailand. This chapter serves as a practitioner's account, illustrating the program's creation, selected activities and group dynamics. Through these accounts the chapter further seeks to offer this program as an example of the potential for community-based art programs to cultivate conversation and social engagement. Over the course of a nine-month period this particular program was instrumental in creating bonds across ethnic divides that had initially caused social separation and tension when the program began, further highlighting the potential for arts program to inspire conversation and transformation (Greene, 1995; Eisner, 2002; Barrett, 2010).

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Parent Perceptions of Barriers to Academic Success in a Rural Middle School

Professional School Counseling ◽

10.1177/2156759x1001400109 ◽

2010 ◽

Vol 14 (1) ◽

pp. 2156759X1001400

Author(s):

Dana Griffin ◽

John P. Galassi

Keyword(s):

Middle School ◽

At Risk ◽

Academic Success ◽

Parental Involvement ◽

At Risk Students ◽

Perceived Barriers ◽

Academically Successful ◽

Community Collaboration ◽

Community Resources ◽

Rural Middle School

In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative analysis of the data revealed six common barrier themes for the two groups and two additional themes for parents of academically at-risk students. The results are discussed with respect to the Hoover-Dempsey and Sandler model of parental involvement and the school counselor's role in school-family-community collaboration.

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Community-Based ART Programs: Sustaining Adherence and Follow-up

Current HIV/AIDS Reports ◽

10.1007/s11904-016-0335-7 ◽

2016 ◽

Vol 13 (6) ◽

pp. 359-366 ◽

Cited By ~ 25

Author(s):

Joia S. Mukherjee ◽

Danika Barry ◽

Robert D. Weatherford ◽

Ishaan K. Desai ◽

Paul E. Farmer

Keyword(s):

Community Based ◽

Art Programs ◽

Community Based Art

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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