Educators Challenging Poverty and Latino Low Achievement: Extending and Enriching the School Day

Autor/inn/en	Curwen, Margaret Sauceda; Colón-Muñiz, Anaida
Titel	Educators Challenging Poverty and Latino Low Achievement: Extending and Enriching the School Day
Quelle	In: Journal of Urban Learning, Teaching, and Research, 9 (2013), S.65-77 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Hispanic American Students; Qualitative Research; Case Studies; Poverty; After School Programs; Extended School Day; Bilingual Education; Communities of Practice; Academic Achievement; Elementary School Students; Charter Schools; English Language Learners; Transitional Programs; Faculty Development; Low Achievement; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Case study; Fallstudie; Case Study; Armut; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ganztagsunterricht; Bilingual teaching; Bilingualer Unterricht; Community; Schulleistung; Charter school; Charter-Schule; Unterdurchschnittliche Leistung; Kalifornien
Abstract	Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and typically emphasize remediation rather than developing interests or competencies in curricular areas beyond language arts and math. This qualitative case study explores the practices of one dual language elementary school in a high poverty Latino community and its academic/enrichment extended day program. Wenger's (1998) community of practice framework captures the mutual engagement, joint enterprise, and shared repertoire of practices tightly woven between the regular school day's classroom teachers and the after-school instructional assistants. This investigation provides insight into collaborative efforts that can counter the isolation, segregation, and mediocrity of school experiences that children in poverty often experience and provide points for offering dual language and cultural experiences through an extension of the school day. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10