Collaboration Among Parents of African-American Students and a Church Sponsored Tutoring Program

This study examines the lived experiences of African-American parents with children who attend a church-sponsored tutoring program. While this study focuses on the African- American parents\u27 perspectives and lived experiences, the study provides an insight into the barriers that impact the implementation and success of the program, challenges of parental involvement, and promotes a higher level of academic achievement in education. This study provides information about lessening the barriers and the way in which parent involvement plays an essential part in a child\u27s education. This qualitative study consisted of nine semi-structured interviews that focused on capturing information as well as barriers that impacted African- American elementary students\u27 academic growth and achievement when church tutoring programs and parents collaborate. The constant-comparative analysis was employed to develop five themes: (1) enrollment reasons varied by individuals, (2) improved grades are expected, (3) time spent on homework is a team approach, (4) a negative attitude does not always determine a lack of success, and (5) group tutoring sessions are not favored. The research findings provide meaningful information for parents and churches interested in the academic growth and achievement of African- American children. This study has implications for parents; churches; and academicians with research interests focused on the barriers, parental involvement, and strategies that contribute to the academic success of African-American children

L.E.A.D.ing with Purpose: Exploring a Compensatory School\u27s Student Success Solutions

In this intrinsic case study, the researcher investigates the University of Windsor\u27s Bachelor of Education enrichment course called Leadership Experience in Academic Direction (L.E.A.D.) as it is utilized in a compensatory school in Southwestern Ontario. The researcher explores the perceptions of Pre-Service L.E.A.D. Teachers, the Student Success Teacher (SST), the Principal, The Vice-Principal, the Course Instructor, and a Teacher Facilitator concerning the increase in L.E.A.D. Pre-Service Teacher human capital within the compensatory secondary school. The author argues that such an increase contributes to the overall implementation of the school\u27s student success strategies, adapted from Adlai Stevenson High School\u27s intervention model depicted in Raising the Bar and Closing the Gap (DuFour, DuFour, Eaker, & Karhanek, 2010). Participants were interviewed and a focus group was conducted on the perception of this phenomenon to narrow the gap of critical awareness around the benefits resulting from the collaboration of enrichment courses at the Faculty of Education and local schools, especially with respect to addressing the needs of at-risk students, interpersonal professional growth, and raising awareness of student success strategies. The result of this study indicated five main themes that were presented amongst the research. The themes were: i) the collective is a benefit; ii) visibility and accountability; iii) shift in teaching approaches; iv) increased individual support; and, v) holistic education. Research findings indicate that the L.E.A.D. program shapes teachers into mindful educators equipped with foundational knowledge that bolsters student success in diverse classroom environments