scholarly journals Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom

2019 ◽  
Vol 6 (1) ◽  
pp. 101
Author(s):  
Rabia Hos ◽  
Kayon Murray-Johnson ◽  
Amy Correia
Keyword(s):  
High School ◽  
Cultural Capital ◽  
Research Policy ◽  
The United States ◽  
Study Data ◽  
Ethnographic Study ◽  
Social And Cultural Capital ◽  
Newcomer Program ◽  
K 12

This qualitative case study examines how students in a high school newcomer program experience the development of social and cultural capital. Newcomer programs are created by K-12 schools with large influxes of refugees and immigrants.  This case study data stems from a larger ethnographic study of a newcomer program at Georgetown High, an urban secondary school in the Northeast region of the United States. Using Bourdieu’s (1986) social and cultural capital theory as a framework for the study we provide an overview of the literature on the importance of helping newcomers build social and cultural capital. Themes arising from the data as representations of the experiences of newcomers building capital and the role of the teacher in that development is explored further. The paper concludes with a discussion of implications of the case for research, policy, and practice.

scholarly journals The influence of Bands of America on one high school marching band : a single case study

2016 ◽  
Author(s):  
◽  
Stephen C. Eubanks
Keyword(s):  
High School ◽  
Single Case ◽  
The United States ◽  
Study Data ◽  
Marching Band ◽  
Single Case Study ◽  
High School Band ◽  
Marching Bands ◽  
Field Notes

The purpose of this research study was to examine the influence of participation in Bands of America competitions (hereafter referred to as BOA) on one central Missouri high school marching band program. I chose to study a Missouri high school marching band that had been involved with BOA for a minimum of five years. Participants in this study were marching band members plus staff of the Camdenton High School marching band (N = 22). My goal was to produce a study that was descriptive of the influence, if any, that participation in BOA had on the Camdenton High School marching band. I sought to discover this through observations of their rehearsals and performances at their marching band contests. I chose to conduct a qualitative, single case study. Data were collected through structured and open-ended interviews, observations, field notes, and my participant researcher journal. To date, there has been limited research on BOA participation by high school marching bands. BOA claims to be the largest and most prestigious national marching competition available to high school marching bands in the United States. BOA has grown nationally from eight contests in 1985 to 20 contests in 2015. When BOA expanded in 1997 to include the St. Louis, Missouri regional championship, only five Missouri bands participated in the event. The number had grown in 2015 to include 25 Missouri bands. During my research, I assumed the role of an active participant and observed the band’s music and marching drill preparation, and attended their competitions in order to observe their BOA performances. My research questions focused on the following areas: (a) the key motivators for a high school marching band to participate in BOA, (b) how BOA influences the practices of a high school marching band, and (c) what barriers a rural marching band faces in order to participate in BOA. Through my investigation, I discovered that there were several motivators for the Camdenton High School marching band staff to elect to participate in BOA. The standard of excellence that exists at BOA marching contests is consistent from state to state, and provides the staff and students with an adjudication rubric that serves as a guide for them to rehearse and perform at a higher musical level. Participation in BOA has led the staff to change the design practices of their marching show design. In addition to the planning of the show, the staff has improved their teaching process. This, in turn, has affected the students’ attitude and approach toward their rehearsals. They have an increased work ethic and feel responsible for each other. All of these factors exist despite certain obstacles the band faces, including limited resources and an increased cost factor. Other high school band directors who are considering BOA participation might consider the Camdenton High School marching band program as a model. By looking into the reasons why Camdenton chose to participate in BOA and some of the resultant influences, directors might be able to apply them to their own school marching band programs.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Undocumented Status and Schooling for Newcomer Teens

2015 ◽  
Vol 85 (3) ◽  
pp. 478-501 ◽  
Author(s):  
Elaine C. Allard
Keyword(s):  
United States ◽  
High School ◽  
Formal Education ◽  
Undocumented Students ◽  
The United States ◽  
Ethnographic Study ◽  
Border Crossing ◽  
Transnational Identities ◽  
Undocumented Status ◽  
Professional Aspirations

In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States “through no fault of their own,” who prioritize professional aspirations through schooling, and who are “American in spirit.” Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates.

Administrative Leadership Mindset and Philosophical Approaches

2021 ◽  
pp. 89-121
Author(s):  
Susan S. Reutter
Keyword(s):  
Qualitative Research ◽  
Cultural Capital ◽  
Study Data ◽  
Administrative Leadership ◽  
Structured Interviews ◽  
Study Approach ◽  
Theoretical Approaches ◽  
Prison Wardens ◽  
Fourth Theme

Corrections is a multi-layered business containing all aspects of life for the employees, clients/inmates, and the general public. Therefore, the findings of the study are transferable to many types of administrators. The chapter uses a case study approach and qualitative research methods. The study findings focuses on corrections administrative leadership mindset, philosophical approaches, and practice policies.. The conceptual and theoretical approaches included effective corrections administrators are promoting the growth of social capital (e.g., social skills and relationships), human capital (employable skills), and cultural capital (e.g., community and public safety). Four state prison wardens/administrators participated in this study. Data was collected via Creswell's in-depth portrait of cases: three-part series of semi-structured interviews. Four themes emerged during data analysis. This chapter focuses on the fourth theme and the conceptual framework.

Trends and Issues of Virtual K-12 Schools

2011 ◽  
pp. 1898-1901
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
Online Courses ◽  
The United States ◽  
Virtual Schools ◽  
Virtual School ◽  
Virtual High School ◽  
Course Content ◽  
Start Up ◽  
Rapid Pace ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. According to a recent survey conducted by Education Week, 27 states in the United States have spent public monies to establish virtual public or charter schools. For example, over the past 5 years, the Florida Virtual School has spent $23 million and offered 62 online courses to over 8,000 students. Kentucky Virtual High School, which offers approximately 40 courses and enrolls approximately 750 students annually, has a budget of about $400,000 per. The Michigan Virtual High School is funded for $15 million for start-up costs with $1.5 million allocated annually for operational costs. And the Virtual High School International, a nonprofit collaborative of 200 national and international schools with a budget of $10 million, offers 160 courses to students in 16 countries. In spite of declining budgets, the growth of K-12 virtual schools continues at a rapid pace (Park & Staresina, 2004).

scholarly journals We Still Need You! An Update on the Status of K-12 Civics Education in the United States

2015 ◽  
Vol 48 (04) ◽  
pp. 630-634 ◽  
Author(s):  
Wayne Journell
Keyword(s):  
United States ◽  
High School ◽  
Political Science ◽  
The United States ◽  
Political Life ◽  
Civics Education ◽  
Science Engagement ◽  
The Status ◽  
Science And Politics ◽  
K 12

ABSTRACTIn 2001, Richard Niemi and Julia Smith published an article inPS: Political Science and Politicson enrollments in high school civics and government courses. They framed their study on the premise that political scientists were ignoring an important aspect of American civic and political life, and they concluded by issuing a call for political scientists to become more involved in K-12 civics education. This article provides an update on the state of K-12 civics education and renews Niemi and Smith’s call for political science engagement in K-12 education.

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