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Sigler, Maureen Kay – Voices in Urban Education, 2016
Early childhood interventions such as home visiting and kindergarten preparation programs can mitigate the effects of toxic stress and equip children with the skills and support needed for a successful transition into school. In this article, the author discusses her interaction with a student in her third-grade class who was not successfully…
Descriptors: Stress Variables, Stress Management, Coping, Transitional Programs
Fain, Amy; Contreras, Diane Eason – Voices in Urban Education, 2016
Oklahoma implemented universal pre-K in 1998. It is one of only five states that has or is implementing universal preschool, and for several years has served more four-year-old children than any other state. The organization, Community Action Project (CAP) Tulsa, occupies a unique position in this work. As one of the largest anti-poverty agencies…
Descriptors: Early Childhood Education, Elementary Education, Student Promotion, Poverty Programs
Martinez, Patricia; Wizer-Vecchi, Joshua – Voices in Urban Education, 2016
Collaboration is tough even in ideal circumstances. How do you begin to effect change when nearly half of the families in a district speak a language other than English in the home, but traditional education models rarely emphasize the strengths of cultural or linguistic diversity? Or when nearly all students live in low-income families and face…
Descriptors: School Districts, Low Income, English (Second Language), Second Language Learning
Hayakawa, Momoko; Reynolds, Arthur – Voices in Urban Education, 2016
Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse range of communities. Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse…
Descriptors: Parent Participation, Family School Relationship, Creativity, Student Diversity
Valenzuela, Angela; Zamora, Emilio; Rubio, Brenda – Voices in Urban Education, 2015
English learners are best supported when they receive culturally relevant content-area instruction in their first language. Numerous studies (e.g., Lindholm-Leary 2001) support this approach, and bilingual and dual language teachers in the community of Austin, Texas, have called for curricular resources. In response, a group of researchers,…
Descriptors: Epistemology, Culturally Relevant Education, Mexican American Education, United States History
Varady, Ashley – Voices in Urban Education, 2015
In San Francisco, a partnership between a K-8 school and a non-profit writing program helps students who are achieving below grade level find their voices and blossom into confident thinkers and writers. 826 Valencia is a non-profit organization dedicated to supporting under-resourced students ages six to eighteen with their creative and…
Descriptors: Partnerships in Education, Writing Skills, Empowerment, Imagination
Nora, Julie – Voices in Urban Education, 2013
Improving the education of a growing sector of the school population--English language learners (ELLs)--is a pressing unmet need in the nation's current public education system (G├índara 1994; Genesee et al. 2006; Hood 2003). Another urgent educational need is to prepare students to live and work in an increasingly globally connected world.…
Descriptors: Bilingual Education, Global Approach, Competition, Native Speakers
Keaton, Lucy – Voices in Urban Education, 2013
This Summer 2013 issue of "Voices in Urban Education" presents an interview with Lucy Keaton, appointed in February 2013 as the first assistant superintendent for the English Language Learner program at the Clark County (Nevada) School District (CCSD), which includes Las Vegas and contains more than half of Nevada's public schools. The…
Descriptors: Interviews, English Language Learners, Public Schools, Cultural Awareness