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Descriptors:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Parents; Teaching Methods; Content Analysis; Early Intervention; Semi Structured Interviews; Parent Attitudes; Expectation; Educational Resources; Change Strategies; Family Programs; Program Descriptions; Participation; Community Programs; Home Programs; Early Childhood Education

Abstract:
The authors examined the extent to which parent expectations, perceptions about resource availability and supports, and strategies used to promote participation in home and community activities varied by setting and activity type. Sixteen 90-min semistructured interviews were completed with families receiving Part C early intervention services in three states. Interviews were analyzed in descriptive and interpretive phases using content analysis to identify patterns across cases and logical analysis to cross-classify data and identify patterns by setting and activity type. Parents described how often and how much their children participated but had different ways of describing their expectations depending on the activity setting and/or its purpose. Parent-reported strategies to promote participation provided a direct way of understanding how environments were perceived to impact participation. Implications for tailoring interventions to address the needs of immigrant and nonimmigrant families receiving Part C services are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Focus Groups; Student Attitudes; Teacher Student Relationship; Urban Schools; Educational Environment; Student Needs; Self Determination; Interpersonal Communication; College Freshmen; After School Programs; Community Programs; Youth Programs; Secondary Schools; Barriers

Abstract:
In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the "bridges" that foster and the "barriers" that inhibit supportive relationships with teachers, and the boundary expectations that function as both. The characteristics of supportive student-teacher relationships identified by youth participants suggest a number of teacher practices capable of meeting adolescents' developmental needs and, as such, are likely to positively influence adolescents' developmental and academic trajectories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; Oral History; Males; Informal Education; Nonformal Education; Church Role; Churches; Clubs; Family Influence; Blacks; Adults; African Americans; African Culture; Community Programs

Abstract:
This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Homeless People; Emergency Shelters; Nongovernmental Organizations; Motivation Techniques; Educational Technology; Children; Program Descriptions; Program Effectiveness; Capacity Building; Vocational Education; Informal Education; Training Methods; Access to Education; Enrollment; Adults; Library Services; Health Services; Libraries; Legal Aid; Documentaries; Video Technology; Educational Objectives; Reading Habits; Reading Motivation; Poverty; Community Centers; Community Education; Community Programs; Community Services; Community Information Services; Academic Libraries; Library Materials; Library Role; Community Development

Abstract:
Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the pavement dwellers are amongst the most vulnerable people in Bangladesh. Pavement dwellers can be found in ferry landings, train stations, bus stations, market centers, religious shrines, parks, and on footpaths. There are very few organizations which are serving for them. CWW (Concern Worldwide) (one of the International Non-government Organizations) and DCC (Dhaka City Corporation) have jointly come forward to support 10,000 pavement dwellers through dedicated pavement dweller centres, providing them with the opportunity to make their own choices for a better future. It will also establish sustainable services for providing basic functional education for 900 children/youth and 400 adults, psychosocial counseling for 600 children and 150 adults, market-based vocational skills training for 450 children/youth and adults, entrepreneurial skills training for 400 children/youth, and life skills education for 800 children/youth. With a view to this, the project decided to set up libraries based on their shelter centres. The project realizes that as of today in Bangladesh, the poorest communities do not have access to a library. This damages educational outcomes for many. The author has been appointed as a library consultant in that project. It is an amazing experience that based on the demand of the pavement dwellers, the author had to collect the resources and different audio-visual aids. At the beginning, the author had to face tremendous challenges to get their attention because most of the children of the pavement dwellers did not feel interest to any attractive reading books or illustrative collections. They were very much fond of watching movie, cinema, drama, cartoon, Hindi film, action film, and so on. To attract them on library resources, the author has prepared and presented different video documentaries on how river erosion affected children encouraged to read and go to school, how children sex workers become curious to create reading habit which leads them to go to school. For motivating youth pavement dwellers achieving social skills on different professions (like barber, carpenter, shopkeeper, hawker, micro-investor, cooperatives, maid-labour, day-labour, rickshaw-puller, van-driver, etc.), short video documentaries have been made and presented on different IGAs (income generating activities). Thus, libraries have turned into integral part in the lives of the pavement dwellers. The basic aim of the paper is to share the ideas on how a considerable number of children pavement dwellers have been admitted in government and public schools during the last couple of years by the help of the library services. This will reveal how the youth pavement dwellers' capacity has been increased through training and library services. It will also explain a good progress in enabling better access for pavement dwellers and their children to basic services in education, health and legal aid through library and information services. Some interesting case studies will also be discussed in this paper. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Socialization; Social Networks; Community Centers; Access to Computers; Information Technology; Technological Literacy; Adults; Correlation; Community Programs; Spanish Speaking; Cooperation; English (Second Language); Second Language Learning

Abstract:
Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as "resources" that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004) to analyze the relation between local and remote networks and the use of technology by immigrant learners. The findings reveal the configuration and exchange of resources across nation states, facilitated by family networks and by a local community center with the support of a Mexican institution. The findings also demonstrate the ways in which digital literacy practices were adopted by participants to maintain these transnational connections and to build new networks with local institutions. Implications for community-based technology programs for learners with transnational ties are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Education; Library Services; Public Libraries; Artists; Library Materials; Community Programs; Youth Programs; Art Activities; Adolescents; Library Role; Librarians; Surveys

Abstract:
One of the hottest terms among public librarians today is "content creation," which involves stuff that library patrons make instead of simply use in a library context. Videos, music, fiction, paintings, 3D printed materials, websites--all these are made in public libraries, and will increase in popularity as more libraries shift from purveyors of content to facilitators of creation. Libraries are becoming "incubators" of art, ideas, economic benefits, and community benefits. A library seething with creative energy can shock some traditionalists, who still see the library as a quiet place to read a book. Yet the mission of many public libraries is not only to inform via printed or multimedia materials but also to connect ideas and people, to build communities, and to offer transformative experiences to all by bridging opportunity divides. In light of the "library=transformation" model, art programs are a natural fit. And art programs require teaching artists to lead them. In this article the author looks at the librarians' perspective on hiring teaching artists, running successful art programs, and ways in which librarians and artists can build mutually beneficial partnerships. This article focuses on teen art programs, because few libraries currently have as comprehensive an adult art focus as they do for teens. The phenomenon of adult or all-ages art programming in libraries still appears sporadic or centered in large urban libraries. Teaching artists can use the data and discussion of this research to focus their practice in a public library setting. The author offers recommendations for getting in on the library program action, suggests ways to support the public library's goals and mission, and describes how libraries are supporting teaching artists in particular, and the arts in general. (Contains 10 images and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Social Environment; Music; Foreign Countries; Case Studies; Conferences (Gatherings); Socioeconomic Status; Teaching Methods; Community Programs; Family Programs; Program Design; Correlation; Family Role

Abstract:
This article examines learning outcomes in relation to the pedagogical methodologies employed in a community music project involving families. The research was designed with three stages. In the first stage case studies of existing family music projects were undertaken. In the second stage findings from the case studies were applied in the design of a new musical project for families, executed in two settings. The outcomes of the new project were discussed and consolidated at a symposium in the third stage. It was concluded that there was a direct relationship between the successful methodologies and social context, and a number of affecting factors were identified, including socio-economic status, previous access to music, and the perceived role of the family members in the project. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Evaluation; Outcomes of Education; Adapted Physical Education; Disabilities; Educational Benefits; Methods Courses; Service Learning; Special Needs Students; Special Education; Individualized Instruction; School Community Relationship; Community Programs; Theory Practice Relationship; Preservice Teacher Education; Partnerships in Education; Program Descriptions; Program Effectiveness; Program Implementation; Children

Abstract:
Service-learning has become a popular method for connecting the theory taught in undergraduate methods courses with real-world practice in the field while also promoting volunteerism. It exposes undergraduates to relevant learning experiences and provides them with an opportunity to apply their skills in the service of others who are in need. One population that can benefit from service-learning is children with disabilities. This article describes the design, implementation, and assessment of a service-learning program to benefit children with disabilities that is coordinated as a prong of an adapted physical education course. In presenting the program, the benefits to children with disabilities and college students will be discussed along with associated challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Children; Community Involvement; Certification; Administrators; Administrator Role; Communication Strategies; Computer Uses in Education; Outreach Programs; Community Programs; National Programs; School Community Relationship; Elementary Schools; Physical Education Teachers; Program Development; Program Descriptions; Guidelines; Family Involvement

Abstract:
Engaging families and communities in physical activities for the benefit of children is an extension of the role of a physical education instructor. Although it is possible for a physical educator to generate ideas that encourage families and communities to move, a certified director of physical activity (C-DPA) would be better trained to facilitate family and community involvement in physical activity. This article provides a brief review of existing research about the benefits of family and community involvement in creating a physically active environment for children and presents a number of strategies that a physical educator, especially a C-DPA, can implement to make family and community involvement a reality. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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