Letter from the Editor

Cordelia D. Zinskie, Chief Editor of the National Youth-At-Risk Journal, shares journal updates and provides an overview of articles included in this issue

By Practitioners, For Practitioners: Informing and Empowering Practice Through Practitioner Research

The National Youth-At-Risk Journal was developed to provide meaningful information and resources for professionals who work with youth placed at risk. In order to further this goal, we are calling on practitioners to communicate directly with their colleagues via the journal. We are especially interested in publishing practitioner reports on effective programs, strategies, or interventions that improve both the practice and well-being of youth. The editors provide an overview of practitioner research, describe three approaches to practitioner research, outline the process for conducting practitioner research, and emphasize the role of practitioner-researchers as agents of change. Resources are provided to assist practitioners in conducting research and in reporting their experiences and outcomes

The Every Student Succeeds Act (ESSA): What It Means for Educators of Students at Risk

This editorial perspective examines some ways that the Every Student Succeeds Act (ESSA), which becomes operational in the 2017–2018 school year, may enhance the capacity of educators to help students and schools at risk of underperforming. It also addresses some of the challenges that educators will face under ESSA in ensuring success for all students. We highlight aspects of ESSA that may be of most interest to our readers including the broadened definition of academic success, expansion of subgroups for data reporting, emphasis on evidence-based research and practice, focus on continuous improvement, and need for increased educator understanding of research and evaluation. Resources are included that provide information for educators on how to use evidence, locate research findings on existing interventions, and access funding opportunities

Educating Students in Poverty: Building Equity and Capacity with a Holistic Framework and Community School Model

Educators are often blamed for the achievement gap between low-income and higher income students. We propose to replace the divisive “blame game” with a holistic framework for collaborative action between schools, families, and communities. This 5H Holistic Framework (5HHF) is composed of the 5H protective factors (Health, Hands, Heart, Head, Home). These protective factors holistically address the educational needs and capacities of all students—especially students in poverty—for physical/mental health (Health), safety/security (Hands), social-emotional care (Heart), cognitive development (Head), and family/community support (Home). The 5HHF is used to identify and organize best educational practices and to recommend the community school model to reduce the income-based achievement gap and promote student well-being. The 5HHF of best practices and community school model expands the collective capacity of schools, families, and communities to meet equitably the educational needs of students in poverty and to enhance their opportunities for a quality education. Furthermore, we show how the 5HHF and community school model are aligned with and supported by the Every Student Succeeds Act (ESSA)

Making the American Dream a Reality for All Youth: Introduction to the First Issue of the \u3ci\u3eNational Youth-At-Risk Journal\u3c/i\u3e

This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content

On the Horizon: Will Web 2.0 Change the Face of Online Learning?

This paper explores the push/pull between two competing forces impacting online learning. Applying a business model, with its emphasis on cost-effectiveness, scalability, and modularization has been identified as the conservative (pull) force. The push (or progressive force) is the use of Web 2.0 technologies to transform education into a student-centered learning community. Understanding these competing forces is needed to function in the new landscape of higher education

An Initial Look at the Emergency Remote Training Needs of Teachers

In 2020, teachers were forced to switch from traditional classroom instruction to emergency remote teaching. Many teachers had no previous experience with online teaching prior to this emergency. During Spring 2021, 30 teachers completed a field placement in a virtual school environment. The teachers were asked to assess the online teaching skills they observed from the field experience and compare their observations to their own emergency remote teaching during the 2020-2021 school year

Fulfilling the Promise: Addressing Institutional Factors That Impede the Implementation of E-learning 2.0.

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The business model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to create e-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs

On the Horizon: Will Web 2.0 Change the Face of Online Learning?

Presentation given at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education