Download or read book The Education of Children and Young People in State Care written by Sonia Jackson and published by Routledge. This book was released on 2017-06-07 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young people who leave care with few or no educational qualifications are at very high risk of social exclusion in adulthood. Yet in the past their education has attracted little attention from researchers or professionals. Studies by the editors and contributors to this volume show that the educational standards attained by young people in care fall progressively behind those of their peers living with their own families. This research-based book looks at the educational experiences of children and youths in nine different European countries and Canada. It identifies the obstacles that prevent them from realising their aspirations and discusses ways of improving their opportunities. How can countries with different traditions, welfare regimes and administrative systems learn from each other? What needs to be done at national, local and individual levels to give children in care equal chances with those living with their families? At present a child in public care is five times less likely to go to university than others. How can teachers, social workers and carers better support their educational attainment, and enable more of them to succeed and progress to tertiary education? This book was originally published as a special issue of the European Journal of Social Work.
Download or read book Next Steps for Children and Families written by United States. National Commission on Children and published by . This book was released on 1993 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Educational Outcomes for Youth in Care written by Elisabeth Yu and published by . This book was released on 2002 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting the Educational Attainment and Progress of Children in State Care written by Eavan Brady and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: International research spanning a number of decades has highlighted the low educational attainment of children in care as compared to their peers in the majority population with many reasons reported as to why this is the case. Recent research in this area points to a number of key practice and policy responses that appear to support the educational progress of children in care. These practices include information sharing among key stakeholders, support from carers, teachers, and social workers, and recognition of the active role that children and young people play in their education.
Download or read book School linked Comprehensive Services for Children and Families written by and published by . This book was released on 1995 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Science in the Best Interest of the Child written by Christopher K. Slaton EdD and published by Xlibris Corporation. This book was released on 2016-11-29 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt: Search for Policy We have confirmed through our October 11, 2016, building human assets meeting with the California Department of Education that there is no federal or state policy in place to address the eligibility status of children from a family history of suffering from substance abuserelated disorders. Hence, the Building Human Assets Project Human Systems Research in Education study is in an area not covered by federal or state laws or regulations. This is why a new scientific approach is needed in the best interest of the child. To the benefit of all children, the Individuals with Disabilities Act was reauthorized and signed into law on December 3, 2004 as the Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446. This includes several requirements effective July 1, 2005, which calls for states to establish policies and regulations that require referral for early intervention services of a child under the age of three who is identified as affected by illegal substance abuse or withdrawal symptoms resulting from parental drug exposure (Section 637[a][6][B]). This relates to the anatomy of the child suspected of suffering from a family history of substance abuserelated disorders The Keeping Children and Families Safe Act of 2003 was intended to add new requirements under the Child Abuse Prevention and Treatment Act of 2004, to include the requirement that states have policies and procedures in place which require health care providers to notify Child Protective Services of infants born and identified as being affected by illegal substance abuse or withdrawal symptoms that result from prenatal drug exposure. Hence, the educational implications for children inflicted with disorders as a result of exposure to drugs in the utero. Early intervention and treatment is a basic need. The 2015 Every Student Succeeds Act (ESSA) shifts federal accountability provisions to the states. ESSA is the law that governs the United States K-12 public education policy, and replaces the No Child Left Behind Act through the reauthorization of the 1965 elementary and secondary education Act (ESEA). ESEA established the American federal governments expanded role in funding education in the best interest of the child. This is the sense through which the words the family community engagement reflects on the compelling needs of the child, the family, and the community.
Download or read book The Role of the Family in Child Development written by Education Commission of the States. Early Childhood Project and published by . This book was released on 1975 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Healthy Learners written by Robert Crosnoe and published by Teachers College Press. This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The early childhood field has long understood that targeting the intersection of health and learning is integral to serving children, especially those from disadvantaged backgrounds. Yet this developmentally informed educational philosophy has been jeopardized by an increased emphasis on standards-based accountability. In this book, the authors explain why healthy learning is good for children, schools, and society and they suggest concrete ways to make it happen. Moving back and forth between national statistics and the intimate voices of parents, teachers, and service providers in a large urban school district, they formulate an action plan for educating the whole child and reducing educational inequities. While the book covers a broad spectrum of American children, special attention is given to the growing population of Mexican immigrant children. Chapters include: Issues to Ponder, Keywords, Take-Home Messages, and Next Questions. Book Features: An in-depth examination of the connection between good health and learning that all too often is lost in the daily hustle and bustle of families and schools. Statistical evidence from the national level combined with the voices of participants on the local level, providing a scientifically rigorous and personalized portrait of early childhood education in the United States. A focus on diversity and inequality, highlighting the experiences of children from underserved and often marginalized groups. “Blending diverse data sources and analytic tools, Crosnoe, Bonazzo, and Wu present a compelling case for linking ECE with health in policy and practice. The authors paint a cogent picture of early learning in social contexts, with a focus on the paradoxical trajectories of the children of Mexican immigrants. Pedagogically rich in terms of policy and methodologically innovative, this books shows the power of multimethod research.” —Beth Graue, Sorenson Professor of Childhood Studies, Department of Curriculum and Instruction, University of Wisconsin–Madison “This book is important for anyone who is concerned about educational equity, high quality early education, educational policy issues, or improving educational and occupational outcomes for vulnerable populations. One aspect of early education that is frequently overlooked is health care, and its central role in early learning is highlighted in this book. Although Healthy Learners focuses on the Mexican immigrant population, the analysis, findings, and recommendations are highly relevant for all children and families that face adversities. The writing is clear, multiple forms of data are provided to support arguments, and the ‘voices’ or personal reflections of children, parents, and providers vividly illustrate the main points of each chapter. I highly recommend this book to all levels of the early care and education profession.” —Linda Espinosa, University of Missouri–Columbia
Download or read book The First Eight Years written by and published by . This book was released on 2013 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Child Care and Guidance written by United States. Office of Education and published by . This book was released on 1967 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Curves written by Kathleen M. McNaught and published by American Bar Association. This book was released on 2004 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Portions of this book appeared in a different format in ABA Child Law Practice, published by the ABA Center on Children and the Law."--Title page verso.
Download or read book No Child Left Behind written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2006 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Programs for Progress written by University of the State of New York and published by . This book was released on 1968 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Putting Children First written by New York State Special Commission on Educational Structure, Policies, and Practices and published by . This book was released on 1993 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Every Child Achieving written by Maryland. State Board of Education and published by . This book was released on 1999 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Child Development at the Intersection of Early Care and Education and Child Welfare written by Mary Elizabeth Meloy and published by . This book was released on 2012 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Empirical interest in the developmental outcomes of young foster children has surged in recent years, leading to a large knowledge base describing the risks associated with their experiences of trauma and toxic stress, and the potential of foster care experiences to compound or ameliorate those risks. A parallel literature documents the benefits that can accrue to similarly at-risk populations of young children from early care and education (ECE) programs that are explicitly designed to support developmental well-being and growth, as well as the detrimental impacts that can arise from poor quality programs. Despite growing empirical and policy interest surrounding the developmental consequences of both child welfare and ECE for at-risk children, there is a dearth of research at the critical nexus of these systems. This dissertation addresses this gap by utilizing national, state, survey and administrative data to (1) provide descriptions of the ECE arrangements experienced by young children who become involved with the child welfare system, with a focus on those in foster care; (2) identify predictors of ECE experiences including foster parent and child demographics, and child welfare placement type; and (3) explore the relationship of foster placement stability and developmental outcomes to ECE use, type, number of arrangements, and public funding. Foster child age, ethnicity and disability status, as well as foster parent employment, education, and relationship to child (kin vs. non-kin) predicted both the use and type of ECE experienced by children in foster care. Public funding for ECE was associated with more stable foster placements. Children receiving in-home services displayed different patterns of association between developmental outcomes and ECE experiences than children in kinship foster placements. Children in kinship placements demonstrated benefits from Head Start, but other childcare arrangements appeared to be less advantageous. Children living at home benefited only from other childcare. These results have implications for developmental science with regard to the potential role of ECE in mitigating or exacerbating the impacts of toxic stress within this vulnerable population of young children and for policies aimed at promoting developmentally supportive linkages between ECE and child welfare services.
Download or read book When Working Together Works written by National Center for Homeless Education at SERVE. and published by . This book was released on 2010 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Center for Homeless Education and the Legal Center for Foster Care and Education present this brief to help educators and child welfare advocates work together to support the academic success of children and youth in out-of-home care. The brief offers practical, proven strategies for implementing two federal laws collaboratively: The McKinney-Vento Act, which applies to state and local educational agencies, and the Fostering Connections to Success and Increasing Adoptions Act, which applies to state and local child welfare agencies. Specifically, this brief will assist state and local agencies and staff in: (1) Laying a foundation for working together; (2) Agreeing on requirements and expectations; (3) Promoting school stability; and (4) Incorporating children fully in classes and school activities. [This paper was developed with Legal Center for Foster Care and Education.].
