Caring & Engaging Schools: Partnering with Family and Community to Unlock the Potential of High School Students in Poverty - Softcover

Hill, Essie B

Softcover

ISBN 10: 173200210X ISBN 13: 9781732002104

Verlag: Actuate Development Company, 2018

Inhaltsangabe

This book reviews consequences of our failure to effectively address the needs of low-income students, given the poverty-related struggles that impede academic learning, personal growth, and ultimately positive life outcomes. The major stumbling blocks of schooling is portrayed from the perspective of disadvantaged high school youth, who suffer three major losses and deficits, as a result of their struggle: loss of hope for the future, disengagement from schooling, and impaired socioemotional well-being. Their struggles are also described in the context of impaired or neglected relationships among the major stakeholders of public high school education: school, family, and community. In Caring & Engaging Schools: Partnering with Family and Community to Unlock the Potential of High School Students in Poverty , Dr. Hill explains strategies and proposes programs to bring together school, family, and community to help students in poverty escape the snares of underperformance and underachievement. Her background as a disadvantaged student, together with the struggles of her high school students, provides credibility to her research that a strengths-based, whole-child approach to public education will help young people soar in their academic and nonacademic lives, and in turn will lead to educational equity for all children.

Über diesen Titel

Über die Autorin bzw. den Autor

Essie B. Hill, Ed.D., is a veteran educator and education advocate who has dedicated her life to the growth and development of youth. A public high school educator for over 20 years, she taught in the South and Midwest in both high- and low-performing schools. Because of her passion for education and academic excellence, Dr. Hill maintains an active role in numerous local and national educational initiatives. These include the promotion of public education legislative priorities (state and local) and partnering globally with various organizations to promote the educational development of children in poverty. Her certifications across several states include teaching and administration, in addition to life, leadership, and talent management coaching. She holds a Master’s in Educational Administration from Northeastern Illinois University and a Doctorate of Education in Instructional Leadership from Argosy University. Dr. Hill maintains that education is transformative as a means to close gaps in both achievement and socioemotional well-being. She also sees major implications for national and global economies. Her beliefs stem from her own direct experience: At several points during the first 23 years of her life, she lived near, at, or below the federal poverty level. She is part of the first generation in her family to attend college, and strongly identifies with the struggles of today’s economically impoverished students. She attributes her own successful emergence from poverty to positive school experiences, exposure to new resources and opportunities, and the immeasurable gift of caring and supportive relationships. Her own life, together with the struggles of her high school students, prompted the research that led her to the Caring & Engaging Schools model described in this book. Dr. Hill is president and founder of Actuate Development Company in the Dallas/Fort Worth Texas area, where she offers coaching, curriculum, and training services focusing on education, leadership, and workforce/workplace issues.

Details zur Ausgabe

• Verlag: Actuate Development Company
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 173200210X
• ISBN 13: 9781732002104
• Einband: Taschenbuch
• Auflage: 1
• Anzahl der Seiten: 306
• Kontakt zum Hersteller: Manufactured by Amazon on behalf of the author; https://www.amazon.de/hz/contact-us; ; c/o Amazon Media EU S.à.r.l., 38 Avenue John F. Kennedy; Luxembourg; L-1855; Luxemburg