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2016 - Southwestern Social Science Association 97th Annual Meeting Words: 319 words || 
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1. Kisiara, Otieno. "Social Capital and the challenges of stemming the summer slide for refugee youth: lessons from a summer learning program" Paper presented at the annual meeting of the Southwestern Social Science Association 97th Annual Meeting, Paris and Bally’s Hotels, Las Vegas, Nevada, Mar 23, 2016 <Not Available>. 2018-05-22 <http://citation.allacademic.com/meta/p1111197_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This poster offers an analysis of a summer program for refugee youth. The negative effects of extended summer breaks on learning for children in K-12 schools are well documented. Known as the summer slide, studies have shown that losses in reading and math are cumulative as children move through the grades. The summer slide also varies by Socioeconomic Status (SES), with children of low SES significantly impacted than their counterparts. The primary approach to stemming summer slide has been through summer learning programs. These programs, often offered outside the traditional school academic structure, vary in their structure, rigor, and accessibility. Generally, children of middle and upper SES have greater access (quantity and quality) to summer learning programs than children of low SES. Summer learning programs are often not supported by public funds, and hence require financial and other resources (e.g. independent transportation) that poor families don’t have. In this poster, we review and analyze a summer learning program for refugee youth (a low SES group) in Rochester, New York. Refugee families enter the United States after years of forced displacement, which leave them economically marginalized and dependent on public support in the first few years of their settlement in the U.S. Refugee families tend to live in poor neighborhoods, and hence face many of the challenges other poor communities face in the U.S. Based on data collected from academic tests scores, interviews with teachers, students, and interns, we posit that lack of social capital is a primary factor in explaining the challenges faced by the summer program. The private, not-for-profit organization that runs the summer program faces significant constraints in funding and trained and experienced personnel that limits its ability to put together a successful summer program. Due to lack of social capital, our analysis reveals that some of the challenges faced by the program include absenteeism, lack of activity options for students, and lack of differentiated classes.

2013 - LRA 63rd Annual Conference Pages: unavailable || Words: 1912 words || 
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2. Mitchell, Chrystine. "Engaging Reluctant Middle School Students with Digital Readers: A Summer Program Designed to Increase Independent Summer Reading" Paper presented at the annual meeting of the LRA 63rd Annual Conference, Omni Dallas Hotel, Dallas, Texas, Dec 04, 2013 Online <PDF>. 2018-05-22 <http://citation.allacademic.com/meta/p662556_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2013 - LRA 63rd Annual Conference Pages: unavailable || Words: 2341 words || 
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3. Sherretz, Christine. "Mitigating Summer Reading Loss through Summer Boost Reading" Paper presented at the annual meeting of the LRA 63rd Annual Conference, Omni Dallas Hotel, Dallas, Texas, Dec 04, 2013 Online <PDF>. 2018-05-22 <http://citation.allacademic.com/meta/p662866_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2006 - Rural Sociological Society Words: 60 words || 
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4. Sowga, Shauna. ""Summer Time and the Living is Easy": Teaching Freshman Level Rural Sociology during Summer Term" Paper presented at the annual meeting of the Rural Sociological Society, Seelbach Hilton Hotel, Louisville, Kentucky, <Not Available>. 2018-05-22 <http://citation.allacademic.com/meta/p124984_index.html>
Publication Type: Panel Paper
Abstract: A required, freshman level course, such as Introductory Rural Sociology, presents many challenges to any instructor, no matter how long she has been teaching. But, teaching a required course during the Summer term can be even more difficult. This presentation describes my experiences in making Rural Sociology curriculum content interesting and informative to Freshman during a Summer term.

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