Final Project
Running Head: NONPROFIT TUTORING ORGANIZATION 1
NONPROFIT TUTORING ORGANIZATION
Annotated Bibliography\
Traneka Wilson
November 28, 2020
Coombs Richardson, R., Vafa, S., & Litton, F. (2017). Educating children in poverty. Kappa Delta Pi Record, 53(3), 116-119. https://doi.org/10.1080/00228958.2017.1334475
The article discusses how the authors used their experience to create a nonprofit tutoring organization that provides small scholarships to students in high-poverty areas. They suggested that starting such an organization can help reduce poverty because it offers small grants to students with demonstrated education needs. The author also discussed how these small grants encourage parents to send their children to school and acquire their highest academic achievement. Nonprofit tutoring organizations can help poor children by providing them with extra educational resources. When children do not have access to a tutor or school, they need someone else to help them succeed in their studies since there is no other way for these children to achieve a good education.
The authors point out that Nonprofit tutoring programs assist in monitoring the education progress in Early Childhood Programs among children in low-income families. A nonprofit tutoring program is a school-based program that provides tutoring to students at risk of falling behind their peers in academic achievement or who have already fallen behind. The program provides intensive one-on-one instruction to help students prepare for exams and assignments. In addition, nonprofit tutoring programs offer services such as homework help, reading remediation, and other specialized learning opportunities such as speech therapy.
Levy, R. A. (2018). The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach. https://doi.org/10.25772/PTZJ-M092
The study sought to understand how nonprofit organizations can help bridge gaps between white families and people of color, who are often at odds with each other over educational equity issues. The author conducted a mixed methods analysis of the impact of these organizations on family life, school success, parent engagement, and child development outcomes among low-income students in Richmond Public Schools (RPS). The author found that parental involvement with nonprofits helped to reduce racial disparities in school achievement among high school students from all racial groups. However, parents with lower levels of education were less likely than others to participate in nonprofit activities or have access to information about them.
The first section of this article discusses how various nonprofit organizations, such as tutoring agencies and parent empowerment groups, have expanded their services to include after-school programs for students who need extra help with homework or tests. The author states that parents are increasingly involved in supporting their children's academic success by volunteering with nonprofit organizations that offer tutoring services to public schools across the Richmond metropolitan area. The second section of this article discusses how these parent volunteers work together to create a community atmosphere at their organizations where students feel comfortable asking questions about schoolwork or asking for help when they need it most.
Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: an autobiographical narrative inquiry. ECNU Review of Education, 2(1), 64-76. https://doi.org/10.1177/2096531119840871
The article is an autobiographical narrative inquiry of Yung, a tutor at a nonprofit tutoring organization in Hong Kong. It discusses the challenges of being an educator in the shadow education system and how they affect their work and daily life. The author also describes how they overcame these challenges through their passion for education and dedication to providing quality tutoring services to students who cannot afford private tutors. The author discusses how she came from a family where her parents owned small businesses and never finished high school. After graduating from secondary school, she studied English literature at the University of Hong Kong.
The author decided that she wanted to pursue a career in teaching because it was something she had always enjoyed doing. However, due to financial constraints, she could not get a job as a teacher right away; instead, she worked as a staff member at another NGO that provided language assistance services for students with special needs. During this period, she learned about the lack of resources available for teachers who wanted to work in public schools or universities. Therefore, she decided to become an educator to help other teachers overcome these difficulties by sharing her experiences and knowledge of what it takes.
References
Coombs Richardson, R., Vafa, S., & Litton, F. (2017). Educating children in poverty. Kappa Delta Pi Record, 53(3), 116-119. https://doi.org/10.1080/00228958.2017.1334475
Levy, R. A. (2018). The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach. https://doi.org/10.25772/PTZJ-M092
Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: an autobiographical narrative inquiry. ECNU Review of Education, 2(1), 64-76. https://doi.org/10.1177/2096531119840871