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Download full textRose Whitau; Latoya Bolton-Black; Helen Ockerby; Lowana Corley – Australian Journal of Indigenous Education, 2022
The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students' voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted…
Descriptors: Indigenous Populations, Females, Foreign Countries, Community Attitudes
Direct linkStephanie Cronenberg; Natalie Tews; Delmarice Price; Nathan Bishop – Contributions to Music Education, 2023
Culturally responsive pedagogy encourages teachers to connect the curriculum to students' cultural identities and foster their development of critical consciousness. However, there is limited empirical research into the culturally responsive practices of instrumental music educators in the United States, and the conventional repertoire of United…
Descriptors: Culturally Relevant Education, Middle School Teachers, Music Teachers, Grade 5
Marttinen, Risto; Fredrick, Ray N., III; Johnston, Kelly; Phillips, Sharon; Patterson, Debra – European Physical Education Review, 2020
This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality…
Descriptors: After School Programs, Urban Schools, Low Income Students, Program Effectiveness
Carissa Hernandez; Saili S. Kulkarni – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Community Based Instruction is instruction that takes place outside of the school campus and provides students with real life experiences that can help them become more…
Descriptors: Students with Disabilities, Community Based Instruction (Disabilities), Experiential Learning, Daily Living Skills
Hernandez, Carissa; Kulkarni, Saili S. – Journal of the American Academy of Special Education Professionals, 2018
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was…
Descriptors: Community Based Instruction (Disabilities), Students with Disabilities, Middle School Students, Severe Disabilities
Griffin, Dana; Galassi, John P. – Professional School Counseling, 2010
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…
Descriptors: Focus Groups, Academic Achievement, Parent School Relationship, School Counselors
Behnke, Andrew O.; Kelly, Christine – Journal of Extension, 2011
Parent involvement programs can play an essential role in the academic success of Latino youth. This article reports the effectiveness and evaluation of two new Extension programs that help Latino parents become more involved in their youths' academics. The Latino Parent and Family Advocacy and Support Training (LPFAST) targets parents of K- 8th…
Descriptors: Parent Participation, Parent School Relationship, Hispanic Americans, Extension Education
Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed. – International Association for Development of the Information Society, 2013
These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the…
Descriptors: Conference Papers, Cognitive Processes, Learning Processes, Short Term Memory
