A teacher with 20 years' experience in teaching at-risk students relates encounters with individuals in New York City high schools and community colleges. He recommends a holistic approach in teaching, involving encouragement, collaboration, and orality, with a lesser emphasis on subject mastery. (DM)

Discusses youth theater in India, especially the programs for children in slum colonies and schools, as well as those for elitist children. Describes a "caravan" of 100-200 artists, educators, children, and book vendors who encourage young people to ask questions and read books. Includes an account of teacher workshops and an informal…

Outlines the main elements of the British Children's Fund to examine whether it has the necessary elements needed to make a real difference in the lives of children living in poverty. (JPB)

Discusses the demise of educational progressivism and the influence of Howard Gardner's views regarding intelligence and education of elite, private education. Highlights Gardner's new progressive educational ideology and notes the potential dark side of the revival of progressive ideas among elite schools (the more private schools abolish grades…

Offers a personal account of why, within a group of four Harlem families, some children achieved educational and career success while others were plagued by serious problems. Stresses the importance of good parenting and high expectations and suggests strategies for working with students at risk because of disadvantaged environments. (EV)

Traces the development of ideas about the city as a problem-ridden and punitive environment and explores the resignation and lowering of aspirations teachers may feel as a result of the prevalence of the view that the city is itself "the problem." (SLD)

Describes a secondary education school in Pendao, Portugal being designed to accommodate multimedia and computer equipment, including networking and Internet connections to meet the needs of its disadvantaged student population. How the new school will meet student needs for the next century and manage the information students receive are…

Describes findings from an assessment of the use of computer-based technology by TRIO Upward Bound students and the role Upward Bound projects play in providing access to that technology. Findings are consistent with other such surveys of low-income groups, revealing the Upward Bound population's distance from technology use and proficiency. (EV)

The founder of the National Crime Prevention Council observes that many successful prevention initiatives are driven by deeply held moral or religious beliefs. He proposes that they enhance their "policy-speak" with deeper spiritual principles underlying many effective programs. This article puts forth a glossary of reclaiming concepts rooted in…

Many forms of intervention, across different domains, have the surprising effect of widening preexisting gaps between disadvantaged youth and their advantaged counterparts--if such interventions are made available to all students, not just to the disadvantaged. Whether this widening of gaps is incongruent with American interests and values…

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

This article presents a descriptive case study of an early childhood intervention that generated a wide range of new learning opportunities for children in Soweto who had been identified as experiencing developmental delays linked to environmental deprivation. Two distinctly different "communities of practice", one made up of teachers at the…

Following a review of approaches taken to generate accurate estimates of the scale of child and youth homelessness in America, this article documents the methods and results of a multipronged count of homeless children and youth in New Haven, Connecticut. The survey used in this count accessed demographics and service needs, and was administered…

There are four common stages in the consultative journey: (1) preparing for the relationship; (2) making the most of the experience; (3) committing to change; and (4) acknowledging separations, endings, and good-byes. Two Early Head Start program leaders recount their own experiences of these stages while working with infant mental health…

Educators have long known that children from families of lower socio-economic status (SES) do not do as well in school as those from wealthier families. Of course, this relationship is not deterministic; many children from disadvantaged backgrounds do perform well, and many children from advantaged backgrounds struggle. But the overall trend is…