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Descriptors:
Interests; Adolescents; Community Resources; Access to Information; Personal Narratives; Language Usage; Recreational Reading

Abstract:
While doubts surround relations between adolescents and books, Heath argues that today's adolescents seek out reading opportunities that develop and deepen their special interests. Wanting to know and do more than their parents, young people prize learning on their own time to advance skills, ways of knowing, and peer relationships. Doing so, they want to take every advantage that technologies give them. In doing so, they have to interpret numerous genres, visual images, and layered meanings. Based on three decades of research on the learning lives of working-class families, Heath asserts the vital need for adults to learn about the special interests of today's adolescents and to develop with them joint projects and explorations of multiple sources of information both through the internet and in place-based and face-to-face community resources such as museums and local experts. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Goal Orientation; Intervention; Well Being; Mental Health; Older Adults; Physical Health; Anxiety; Depression (Psychology); Community Resources; Barriers; Health Insurance; Aging (Individuals); Access to Health Care; Social Bias; Volunteers; Safety; Program Descriptions; Program Evaluation; Quality of Life; Symptoms (Individual Disorders); Health Services

Abstract:
Purpose: Stigma and lack of access to providers create barriers to mental health treatment for older adults living in the community. In order to address these barriers, we developed and evaluated a peer support intervention for older adults receiving Medicaid services. Design and Methods: Reclaiming Joy is a mental health intervention that pairs an older adult volunteer with a participant (older adult who receives peer support). Volunteers receive training on the strengths-based approach, mental health and aging, goal setting and attainment, community resources, and safety. Participant-volunteer pairs meet once a week for 10 weeks. Participants establish and work toward goals (e.g., better self-care, social engagement) that they feel would improve their mental health and well-being. Aging services agencies provide a part time person to manage the program, match volunteers and participants, and provide ongoing support. Outcomes evaluation for this pilot study included pre/postintervention assessments of participants. Results: Thirty-two participants completed the intervention. Pre/postassessment group means showed statistically significant improvement for depression but not for symptoms of anxiety. Quality-of-life indicators for health and functioning also improved for participants with symptoms of both depression and anxiety. Implications: The Reclaiming Joy peer support intervention has potential for reducing depression and increasing quality of life in low-income older adults who have physical health conditions. It is feasible to administer and sustain the intervention through collaborative efforts with minimal program resources and a small amount of technical assistance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Multicultural Education; Early Childhood Education; Preschool Education; Kindergarten; Primary Education; Equal Education; Culturally Relevant Education; Teaching Methods; Technology Uses in Education; Community Resources; Family Literacy; Childrens Literature; Questioning Techniques; Interviews; Transformative Learning; Story Telling; Acting

Abstract:
This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. The teachers and classrooms portrayed here provide young children with rich educational experiences that empower them to understand themselves in relation to others. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation that encourage educators to start planning ways of enhancing their own teaching, making their early childhood setting a more equitable learning space. Book Features include: (1) Multicultural education in action, including the everyday issues and tensions experienced by children and their families; (2) Powerful vignettes from diverse Head Start, preschool, kindergarten, 1st- and 2nd-grade classrooms throughout the United States; (3)Sections on "Getting Started" and "Considering Obstacles and Exploring Possibilities" in each chapter; and (4) A list of multicultural children's books and resources for further reading. 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:
Writing Instruction; Foreign Countries; Community Resources; Parent Participation; Parent School Relationship; Parents as Teachers; School Community Relationship; Grade 4; Grade 5; Grade 6; Intermediate Grades; Middle Schools; Teaching Methods; Interviews; Teacher Attitudes

Abstract:
Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of the teaching of writing at the middle level of schooling (grades 4-8), teachers discussed their practices and perspectives on how they involve parents and communities in their writing programs. Teachers reported that they encouraged parental involvement by fostering home-school literacy links, communication, and engagement and response to student writing. Teachers also made productive use of community resources, such as author visits, competitions, and young author conferences; while a smaller number of teachers bring the larger community into their writing programs in integral ways. 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:
Prior Learning; Curriculum Development; Learning Processes; Learning Experience; Science Curriculum; Community Resources; Science Education; Science Instruction; College Science; Science Teachers; Science Careers; Field Trips; Speech Communication

Abstract:
Establishing relevant applications for the science curriculum can be a challenge. However, the key that opens science for students is within a teacher's grasp: It is as simple as bringing science connections into his or her classroom through community resources and taking the students to the science that is available. The author encourages teachers to reach out to science professionals in their community to explore how science is used in a variety of careers. She suggests that community experiences should always be given in the context of curricular connections. The experience can occur at any phase of inquiry, depending on the overall design of the larger learning cycle. Furthermore, it is important to prepare students and the community resource regarding the purpose of the experience and work, both to tailor and maximize the learning that occurs. It is best not to think of the learning experience as a single event in the lesson. Prior learning experiences and follow-up are critical for maximum effectiveness. (Contains 1 resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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STEM Education; Science Activities; Instructional Design; Energy Education; Power Technology; Community Resources; Community Needs; Sustainability; Energy Management

Abstract:
One has heard a great deal in recent years about designing self-sustaining communities, organizations that can subsist independently on what they make. Planning for this kind of community is challenging--today most people take for granted having essential services like water, sewage, communications, natural gas, and electricity delivered right to their doorstep. Self-sustaining communities seem to hark back to an earlier time. In this design challenge, STEM educators can explore with their students the subject of electricity and how technologists and engineers might go about making a small community self-sustaining in terms of electrical service. 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:
Health Services; Well Being; Mental Health; Child Health; Community Resources; Young Children; Mental Health Programs; Pediatrics; Access to Health Care

Abstract:
Thinking beyond physical health to include mental health and emotional well-being offers the pediatric clinician different approaches to old challenges and a new lens through which to view infant and parent behavior. Because pediatric primary care is accessible, universally available, has no entrance criteria, and is nonstigmatizing, clinicians often serve as first responders for families in distress. Funding from the Irving Harris Foundation supports training of early childhood clinicians to work in primary care. These early childhood professionals create access to behavioral health services for populations that often face challenges and barriers when trying to access community resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Integrated Services; Community Resources; Community Schools; Day Schools; Change Strategies; Educational Strategies; School Community Programs; Educational Improvement; Improvement Programs; Board of Education Role; Equal Education; Community Services

Abstract:
Lately educators are hearing more about full-service community schools, which pair schools with other community resources in pursuit of the long-term goal of improving academic performance. (These full-service schools are differentiated from the community day schools that serve expelled students.) The focus on academics is what makes today's community schools strategy different from community-based schools of the past. Jane Quinn of the National Center for Community Schools describes it as "a strategy for organizing the resources of the community around student success." Full-service community schools are partnerships with organizations that offer support services for children and families that traditionally work independently. The community schools bring them together to more efficiently provide what families need, such as mental and physical health services, connections to basic social services, and expanded learning opportunities for children and parents, all complementing a strong core instructional program. A study by Communities in Schools, a nationwide network of educators that provides both advocacy and practical support for public schools, found that community school strategies had positive effects on dropout rates, test scores, school attendance, discipline, and student attitudes. 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:
Plants (Botany); Gardening; Community Resources; Grade 4; School Community Relationship; Science Activities; Hands on Science; Teaching Methods; Science Instruction; Elementary School Science; Outdoor Education

Abstract:
A national movement is underway to establish elementary school gardens, which can serve both academic and social purposes. These gardens can positively impact students' science achievement and provide the thematic and hands-on approach especially conducive to learning for students with disabilities. Garden-based learning (GBL) broadens the scope of school gardening to include tools and processes such as indoor seed germination and vermicomposting. Teachers at a suburban elementary school leveraged community resources and the assistance of parents to initiate GBL. They employed this strategy to provide standards-based science and cross-disciplinary instruction, as well as to facilitate inquiry and the development of related process skills. A collaborative fourth grade classroom engaged all learners in investigations about the decomposition of vegetable matter, worm populations, and the impact of fertilizer on plant growth. The experiential and interdisciplinary nature of GBL may make it one key to unlocking learning potential in students with disabilities. (Contains 1 table and 4 figures.) 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:
Learning Motivation; Educational Opportunities; Charter Schools; Experiential Learning; Field Trips; Social Studies; Community Resources; Standards; Elementary School Students; College School Cooperation

Abstract:
Children are active watchers of the world as they learn to be a part of their community. Field trips are a key component in addressing the 10 themes of the social studies standards through experiential learning. The authors recognize that in today's tough economic times, field trips that require additional funding may not be possible for all schools. They encourage teachers to think about utilizing community resources that are free and that are nearby, thus allowing people outside of the school itself to be a part of every child's social studies education. The University of Texas (UT) Elementary School social studies curriculum has enhanced the opportunities for students to learn in and out of school and to build upon the community's diversity in powerful ways. Visitors to the school see engaged children who are motivated to learn about themselves, the school, the community, and the larger world. (Contains 11 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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