Schools and Families PDF Download

Author: Sandra Christenson
Publisher: Guilford Press
ISBN: 9781572306547
Category : Education
Languages : en
Pages : 264

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Book Description
"This is a resource for school-based practitioners, including psychologists, counselors, social workers, and special education consultants; clinical child psychologists; inservice and preservice teaches; and school administrators. It will serve as a text in courses on school consultation, building home-school partnerships, parent counseling, and parent education."--BOOK JACKET.

Author: Joyce L Epstein
Publisher: Routledge
ISBN: 042996322X
Category : Education
Languages : en
Pages : 656

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Book Description
School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.

Author: Sandra L. Christenson
Publisher: Routledge
ISBN: 113589258X
Category : Education
Languages : en
Pages : 738

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Book Description
Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better understanding of the complexities impinging on children’s development; and pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. Key features include: provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships. describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions. charts cutting-edge research agendas & methods for exploring school-family partnerships. charts the implications such research has for training, policy and practice especially regarding educational disparities. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.

Author:
Publisher: UNICEF
ISBN: 9280643762
Category : Business & Economics
Languages : en
Pages : 244

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Book Description
This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.

Author: J.-L. Dorier
Publisher: Springer Science & Business Media
ISBN: 0792365399
Category : Education
Languages : en
Pages : 302

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Book Description
This book presents the state-of-the-art research on the teaching and learning of linear algebra in the first year of university, in an international perspective. It provides university teachers in charge of linear algebra courses with a wide range of information from works including theoretical and experimental issues.

Author: Peter Reason
Publisher: Wiley
ISBN: 9780471279365
Category : Psychology
Languages : en
Pages : 554

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Book Description
Sets forth a new paradigm for the philosophy and practice of research in fields of human activity: a collaborative, experimental approach in which inquiry is firmly rooted in subjects' experience of their lives. Covers the philosophy, methodology, practice and prospects of the new paradigm, showing how to do research with people rather than on people. Synthesizes material from researchers pursuing similar paths in Europe, North America, Africa and India as well as relevant reprints and appreciations of classical material.

Author: Eric M. Anderman
Publisher: Routledge
ISBN: 1000282996
Category : Education
Languages : en
Pages : 356

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Book Description
Classroom Motivation is a comprehensive introduction to the practical applications of research on academic motivation to teaching and learning. Though grounded in theory, the book is uniquely structured around instructional practices that teachers use daily in schools, such as rewards, group activities, academic tasks, student assessment, and parent interaction. This thoroughly revised third edition includes new content on interventions, mindsets, technologies, engagement, and social-emotional learning. Each chapter’s case studies, application exercises, and updated empirical findings will further connect preservice teachers with motivation in practice.

Author: Russell W. Rumberger
Publisher: Harvard University Press
ISBN: 0674063163
Category : Education
Languages : en
Pages : 395

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Book Description
The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country’s leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures? Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma. Russell Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.

Author: Daniel A. Wagner
Publisher: United Nations Education, Scientific & Cultural Organization
ISBN:
Category : Education
Languages : en
Pages : 196

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Book Description
The effective use of educational assessments is fundamental to improving learning. However, effective use does not refer only to the technical parameters or statistical methodologies. Learning assessments in use todaywhether large-scale or household surveys or hybrid (smaller, quicker, cheaper or SQC)have varied uses and purposes. The present volume provides a review of learning assessments, their status in terms of the empirical knowledge base, and some new ideas for improving their effectiveness, particularly for those children most in need. It is argued here that SQC learning assessments have the potential to enhance educational accountability, increase transparency, and support a greater engagement of stakeholders with an interest in improving learning. In addition, countries need a sustained policy to guide assessment choices, including a focus on poor and marginalized populations.

Author: David Bell
Publisher: SAEE
ISBN: 0973404639
Category : Electronic books
Languages : en
Pages : 337

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Book Description
The disturbing educational success rates for Aboriginal students in comparison with their peers have been documented for many years. Reducing this persistent achievement gap is one of Canada's most pressing educational challenges. Numerous reports commissioned by federal and provincial governments and Aboriginal authorities have offered detailed examinations of the complex social, economic, linguistic, and cultural interrelationships that contextualize the educational environments of Aboriginal students. Many of their families struggle with the legacy of residential schools that ripped families apart and caused immeasurable damage to the social fabric. Schools serving these communities work within a context that may include poverty, learned helplessness, despair, and high levels of abuse, addictions and violence. For some communities, student suicide rates may exceed graduation rates. Yet despite many extraordinary challenges, some schools are producing tangible progress for their Aboriginal students. This report springs from a study of ten such schools in an effort to identify practices that appear to contribute to their success.