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Alternative education is here and the need for its expansion continues for at-risk students. Programs such as Career and Technical Education (CTE) help introduce new learning skills to these students. Nicole Morris’ report contained a hypothesis that determined whether the CTE programs were more effective at helping at-risk students in the area of mathematics in comparison to traditional learning. Her focus was to re-introduce mathematics to students who are failing and help them gain a better understanding of the importance of learning.
The study was conducted in Queens, NY over a 6-month period with 17 ninth graders who were overage. Her report also included surveys and questionnaires to parents, students, and teachers. Morris also included several assessments as well. According to Morris (2009) the results were positive, indicating an increased math score in 94% of the at-risk students tested. She further concluded the possibility, based on the above results would likely show 82% of the students would have successfully completed the Integrated Algebra exam, June 18, 2010. Therefore showing strong evidence that “alternative educational methods (Morris 2009)” does aide in the learning enhancement of at-risk students.
Reference
Morris, N.(December 2009). Career and technical education: an alternative
approach to educating at-risk youth. Retrieved on October 2, 2010 from http://earlyactionresearch.wikispaces.com
Image location: http://www.apa.org/pubs/books/4317059.aspx
This is a review by Thomas G. Reio, Jr. of the book A Place to Call Home: After-School Programs for Urban Youth, written by authors Barton J. Hirsch and Nancy L. Deutsch. Reio (2006) discussed the need for the book address for additional scholarly research into the effectiveness of after-school programs. At the same time Reio discussed the 176-page book in detail. According to Reio (2006) A place to call home provided evidence that after-school programs should not fall prey to powerful forces that want to force these programs to run more like traditional schools. Hirsch and Deutsch, according to Reio (2006) believe strongly that this would be a tragic mistake. Hirsch & Deutsch conducted an extensive research over a four-year period at six of the well-known Boys & Girls Clubs. All clubs were in low income, minority, and urban neighborhoods, according to the American Psychological Association (2010).
Although Reio felt that the book could have contained more quantitative findings he also stresses the constructive and positive outcomes that is expressed regarding these clubs as a “second home” to most if not all who attend. Reio (2006) discussed the benefits A Place to Call Home would instill to students, researchers, methodologists, after-school care educators, and policy makers alike. Anyone in these fields would gain a great deal from the Analysis of Hirsch and Deutsch.
References
Reio, J., & Bratton, A. (2006). BOOK REVIEW: A place to call home: after-school programs for urban youth. Journal of Education for Students Placed at Risk, Retrieved on October 2, 2010 11(2), 221-226. doi:10.1207/s15327671espr1102_6.
(n.a.). (2010). American Psychological Association. BOOK REVIEW: A place to call
home: after-school programs for urban youth. Retrieved on October 3, 2010 from http://www.apa.org/pubs/books/4317059.aspx
Antidote to Learned Helplessness: Empowering Youth through Service discussed the strategies for at-risk youth to be able to discover how important it is to help others. Here Mueller (2005) states that if the at-risk youth learns to help others it will counter the sense of helplessness. The ability to see that there were others that were less unfortunate than them, according to Allison Mueller was productive and therapeutic. To release the “poor me” syndrome would allow the youth to realize that they had something great to offer the world. The focus appears to be teaching the reality of youth volunteering and many benefits it will offer them.
References
Mueller, A. (2005). Antidote to learned helplessness: empowering youth through service. Reclaiming Children & Youth, 14(1), 16-19. Retrieved on October 2, 2010 from Education Research Complete database.
This article discussed the important developmental tasks that occur during adolescence. The primary learning objectives an adolescent goes through, according to Halpern-Felsher (2009) is “learning to make decisions, experiencing the related positive and negative consequences, and learning from these outcomes.” It is also discussed that most youth delved into risky behaviors because of their ability to make competent decisions had not yet been developed. This article gives an overview of the adolescent decision making process, it demonstrates models of health-related decision-making, and according to Halpern-Felscher discusses factors that may how the adolescent makes decisions.
Reference
Halpern-Felsher, B. (2009). Adolescent decision-making: an overview. Prevention
Researcher, 16(2), 3-7. Retrieved on October 1, 2010 from ERIC database.
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