Browsing by Author "Gentle-Genitty, Carolyn"
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Item 5 Phases of Theory Application(2011) Gentle-Genitty, CarolynTheory case plan is a plan of action of how to effectively approach and respond to a client and a client situation through theory applicationItem Absenteeism: School mental health: Define, spot, and deploy(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, KristenItem At-risk students in middle school: Engagement before disengagement(2009-02) Gentle-Genitty, CarolynItem Attendance CARE analysis(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, KristenItem Best Practice Program for Low-Income African American Students Transitioning from Middle to High School(2009) Gentle-Genitty, CarolynOn the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was “Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?” To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school.Item Beyond Solo Acts: How Teams Supporting Schools Orchestrate Attendance Success(Indiana University, May 2024) Heyne, David; Gentle-Genitty, CarolynThis topic brief shifts the focus beyond attendance teams in schools to the collaborative efforts of teams supporting schools. In the US, this often involves the school district working alongside schools to address attendance. Across the globe, entities like regional bureaus, local authorities, municipalities, or collaborations play this vital role.Item A Case Study of Extracurricular Activities in Central Indiana(Office of the Vice Chancellor for Research, 2015-04-17) Bah, Aissata; Dennis, Sheila; Hester, Nicholas; Hutcherson, Andricus; Kessler, Alexandra; Khalid, Ariba; Khalid, Umara; Gentle-Genitty, Carolyn; Kim, Jangmin; Karikari, Isaac; House-Soremekun, Bessie; Dennis, Shelia; Hutcherson, Andricus; Veal, BrittanyAlthough previous research noted that extracurricular activities are significantly associated with various students’ outcomes, little research to date has explored their current conditions. This case study examined the status and quality of extracurricular activities in 11 public schools around Central Indiana. Two sets of data were combined and matched by each school’s identification: the survey of extracurricular activities from schools and the schools’ characteristics from Indiana Department of Education. Of the sample, 67% were elementary schools and 42% were relatively low SES schools with a larger number of students receiving free meals. Our study showed that on average, schools provided 21 different extracurricular activities for their students. Academic activities were most prevalent (100%), followed by performing arts activities (83.3%), sports activities (83.3%), prosocial activities (75%), and school involvement activities (66.7%). For the quality of extracurricular activities, about 12% of students in each school participated in at least one activity and spent an average of 2.6 hours a week on extracurricular activities. The mean number of staff and volunteers who administered activities was 5. Approximately 39% of activities in each school were delivered by community partnerships. Our study also found that elementary schools had the lower mean scores in most measures of the quality of extracurricular activities, such as the frequency of the activities, hours spent per week, and the number of staff and volunteers. Furthermore, low SES schools tended to have lower levels of students’ participation in extracurricular activities, although they provided more frequent and diverse activities than high SES schools. These results may imply that more significant attention should be paid to elementary schools to improve the quality of activities as well as low SES schools to promote students’ active involvement.Item A Change in the Frame: From Absenteeism to Attendance(Frontiers, 2020) Gentle-Genitty, Carolyn; Taylor, James; Renguette, Corinne; School of Social WorkSchool attendance is important for student long-term academic and career success. However, in the U.S., our current practice often disenfranchises more at-risk students than it helps. Students slated for suspension and expulsion are often recipients of these practices. This manuscript offers a recommended change in how we frame student absenteeism and attendance using attendance markers and conceptual information by identifying the discrepancies, proposing options, and recommending a new way to actively leverage attendance data (not absenteeism data) for proactive student support. Particular attention is paid to how excused and unexcused absences and in-school suspensions are treated. An emerging pivot program, the Evaluation and Support Program, engages students while they receive school services, community support, and complete consequences is discussed as a possible, promising intervention.Item Chronic Truancy & Social Bonding: Role of Schools(2008) Gentle-Genitty, CarolynItem Chronic truancy: Outsourcing care - understanding the role of schools and parents in social bonding(IU School of Social Work, 2009-11) Gentle-Genitty, Carolyn; Cowles, Hannah