682
Views
4
CrossRef citations to date
0
Altmetric
Articles

Implementing a summer enrichment program for secondary newcomer students in a New England community

ORCID Icon, ORCID Icon &

References

  • Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American sociological review, 72(2), 167–180. Retrieved from/z-wcorg/.
  • American Youth Policy Forum. (2006). Helping youth succeed through out-of-school time programs. Washington, DC: Author.
  • August, D., Goldenberg, C. N., Saunders, W. M., & Dressler, C. (2010). Recent research on English language and literacy instruction: What we have learned to guide practice for English language learners in the 21st century. In M. Shatz & L. C. Wilkinson (Eds.), The education of English language learners: Research to practice. New York: Guilford Press./z-wcorg/.
  • August, D., & Pease-Alvarez, L. (1996). Attributes of effective programs and classrooms serving English language learners. Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning./z-wcorg/.
  • August, D., & Shanahan, T. (Eds.). (2006). Executive summary. In Developing literacy in second-language learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc./z-wcorg/.
  • Augustine, C. H., McCombs, J. S., Schwartz, H. L., & Zakaras, L. (2013). Getting to work on summer learning: Recommended practices for success. Retrieved from http://books.google.com/books?hl=en‎&id=-dMtAQAAQBAJ&oi=fnd&pg=PP1&dq=%22school+reform,+vocational+training,+and+the+value+of+arts+education+and+policy%22+%22share+effective+ideas+and+practices+to+improve+learning+and+enrichment%22+%22study+was+sponsored+by+The+Wallace+Foundation,+which+seeks+to%22+&ots=f72arZwzze&sig=LxVIt2cY3FctsCathxDze0h7LMk
  • Cammarota, J., & Romero, A. (Eds.). (2014). Raza studies: The public option for educational revolution. Tuscon, AR: The University of Arizona Press./z-wcorg/.
  • Capps, R., & Newland, K. (2015). The integration outcomes of U.S. refugees: Successes and challenges. Washington, D.C.: Migration Policy Institute.
  • Del Razo, J. L., Saunders, M., Renée, M., López, R. M., & Ullucci, K. (2014). Leveraging time for school equity: Indicators for the more and better learning initiative. Providence, RI: Annenberg Institute for School Reform at Brown University.
  • Dryden-Peterson, S. (2015). The educational experiences of refugee children in countries of first asylum. Retrieved from Migration Policy Institute website https://www.migrationpolicy.org/research/educational-experiences-refugee-children-countries-first-asylum
  • Erickson, F. (2004). Demystifying data construction and analysis. Education Quarterly, 35(4), 486–493.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.
  • Fuller, B., Waite, A., Lee Chao, C., & Benedicto, I. M. (2014). Rich communities in small high schools? Teacher collaboration and cohesion inside 25 Los Angeles campuses. A report from the L.A. teacher ties project. Los Angeles, CA: University of California, Berkeley and UCLA.
  • Gardiner, M. E., & Enomoto, E. K. (2006). Urban school principals and their role as multicultural leaders. Urban Education, 41(6), 560–584.
  • Gebhard, M. (2002). Getting past “See spot run”. Educational Leadership, 60(4), 35. Retrieved from aph.
  • Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363–385. Retrieved from/z-wcorg/.
  • Ginwright, S. (2015). Hope and Healing in Urban Education : How Urban Activists and Teachers are Reclaiming Matters of the Heart. doi:10.4324/9781315757025
  • Hur, J. W., & Suh, S. (2010). The development, implementation, and evaluation of a summer school for English language learners. Professional Educator, 34(2), n2.
  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of educational research, 86(4), 1272–1311.
  • LeCompte, M., & Shensul, J. (1999). Paradigms for thinking about ethnographic research, designing and conducting ethnographic research. Creek, CA: Altamira Press.
  • Maxwell-Jolly, J. (2011). English learners and out-of-school time programs: The potential of OST programs to foster EL success. Afterschool Matters, 14, 1–12.
  • McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of educational research, 75(3), 329–364.
  • Miles, J. A., & Sweetland, J. D. (2001). A summer reading program for second-language learners. The Reading teacher, 54(5), 474–477.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132–141.
  • Padron, Y., Waxman, H., & Rivera, H. (2002). Issues in educating Hispanic students. Yearbook of the National Society for the Study of Education, 101(2), 66–88.
  • Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press; New York.
  • Portes, A., & Rumbaut, R. G. (2006). Immigrant America : A portrait (3rd ed). rev.expanded, and updated.. Berkeley: University of California Press.
  • Rowan, B. (2009). Time for learning. Education policy white paper. Washington, DC: National Academy of Education.
  • Sheldon, J., & Hopkins, L. (2008). Supporting success: Why and how to improve quality in after-school programs. New York: Public/Private Ventures./z-wcorg/.
  • Silva, E. (2007). On the clock: Rethinking the way schools use time. Washington, DC: Education Sector./z-wcorg/.
  • Sinclair, M. (2001). Education in emergencies. In J. Crisp, C. Talbot, & D. Cipollone (Eds.), Learning for a future: Refugee education in developing countries. Switzerland: United Nations High Commissioner for Refugees.
  • Snellman, K., Silva, J., & Putnam, R. (2015). Inequity outside the classroom: Growing class differences in participation in extracurricular activities. Voices in Urban Education, (40), 7–14.
  • Sutherland, H. W., & Neill, P. (2012). English language learners: A study of the effects of a summer enrichment program on language proficiency, reading self-concept, and value of reading. The Educational Collaborative, 3(1), 1–21.
  • Téllez, K., & Waxman, H. C. (2005). Quality teachers for English language learners. A review of the research. Philadelphia, PA: Laboratory for Student Success at Temple University Center for Research in Human Development and Education.
  • Tharp, R. G. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press./z-wcorg/.
  • Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646–688.
  • Tung, R. (2013). Innovations in educational equity for English language learners. Voices in Urban Education, (37), 2–5.
  • Tung, R., Carlo, V. D., Colón, M., Del Razo, J. L., Diamond, J. B., Raynor, A. F., … St. Rose, A. (2015). Promising practices and unfinished business: Fostering equity and excellence for black and Latino males. Executive summary. Retrieved from https://eric.ed.gov/?id=ED574736
  • Tung, R., Diez, V., Gagnon, L., Uriarte, M., Stazesky, P., de Los Reyes, E., & Bolomey, A. (2011). Learning from consistently high performing and improving schools for English language learners in Boston public schools. Boston, MA: Center for Collaborative Education and Gastón Institute for Latino Community Development and Public Policy.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
  • Wallace Foundation. (2008). A place to grow and learn: A citywide approach to building and sustaining out-of-school time learning opportunities. New York: Author.
  • Waxman, H., Padron, Y., & Garcia, A. (2007). Educational issues and effective practices for Hispanic students. In S. Paik & H. Walberg (Eds.), Narrowing the achievement gap: Strategies for educating Latino, black and Asian students (pp. 131–151). New York: Springer./z-wcorg/.
  • Wimer, C., Bouffard, S. M., Caronongan, P., Dearing, E., Simpkins, S., Little, P. M. D., & Weiss, H. (2006). What are kids getting into these days? Demographic differences in youth out-of-school time participation. Cambridge, MA: Harvard Graduate School of Education./z-wcorg/.
  • Zong, J., Batalova, J., & Hallock, J. (2018, February 2). Frequently requested statistics on immigrants and immigration in the United States. migrationpolicy.org website. Retrieved from https://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.