scholarly journals The impact of poverty on educational outcomes for children

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children ◽  
The Impact

scholarly journals Parental divorce is not uniformly disruptive to children’s educational attainment

2019 ◽  
Vol 116 (15) ◽  
pp. 7266-7271 ◽  
Author(s):  
Jennie E. Brand ◽  
Ravaris Moore ◽  
Xi Song ◽  
Yu Xie
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Parental Divorce ◽  
College Attendance ◽  
Marital Stability ◽  
Adjustment Difficulties ◽  
Negative Effect ◽  
Outcomes For Children ◽  
The Impact ◽  
Parental Marital Status

Children whose parents divorce tend to have worse educational outcomes than children whose parents stay married. However, not all children respond identically to their parents divorcing. We focus on how the impact of parental divorce on children’s education varies by how likely or unlikely divorce was for those parents. We find a significant negative effect of parental divorce on educational attainment, particularly college attendance and completion, among children whose parents were unlikely to divorce. Families expecting marital stability, unprepared for disruption, may experience considerable adjustment difficulties when divorce occurs, leading to negative outcomes for children. By contrast, we find no effect of parental divorce among children whose parents were likely to divorce. Children of high-risk marriages, who face many social disadvantages over childhood irrespective of parental marital status, may anticipate or otherwise accommodate to the dissolution of their parents’ marriage. Our results suggest that family disruption does not uniformly disrupt children’s attainment.

Therapeutically Supporting Children to Recover from the Impact of Family Violence

2017 ◽  
Vol 42 (3) ◽  
pp. 137-141 ◽  
Author(s):  
Olivia Powell ◽  
Kathy Morrison
Keyword(s):  
Family Violence ◽  
Partner Violence ◽  
Initial Response ◽  
Client Population ◽  
Evidence Based Treatments ◽  
Trauma Informed ◽  
Specific Practice ◽  
Outcomes For Children ◽  
Systems Framework ◽  
The Impact

Family violence (also referred to as Domestic Violence and Intimate Partner Violence) describes violence that occurs within an intimate relationship, whether a current or former partner. Children can experience a range of abuses (emotional, physical, sexual and neglect) within the context of family violence, and harm is cumulative and may present as complex trauma. This paper is based on a practice presentation delivered at the International Childhood Trauma Conference in Melbourne (Australia) in June 2016. The purpose of this paper is to increase awareness of the impacts for children who have experienced family violence, to enhance understanding of the mechanisms that contribute to their trauma presentation, and to highlight the specific practice issues and considerations in providing therapeutic support to this client population, with the ultimate aim of improving diagnostic and treatment outcomes for children impacted by family violence. Sufficient safety and stability are required for children to experience therapeutic change, and if family violence is current, the initial response needs to be protective. Identification of family violence should prompt practitioners to use trauma-informed assessment and trauma-focused evidence-based treatments within a family therapy and systems framework. Family violence is complex and there are many barriers to treatment and practice considerations. Expansion of practitioner knowledge and skills in family violence trauma will enhance outcomes for children who have experienced family violence.

The impact of intravenous acetaminophen pricing on opioid utilization and outcomes for children with appendicitis

Surgery ◽  
2021 ◽  
Author(s):  
Elaa M. Mahdi ◽  
Shadassa Ourshalimian ◽  
David Darcy ◽  
Christopher J. Russell ◽  
Lorraine I. Kelley-Quon
Keyword(s):  
Intravenous Acetaminophen ◽  
Outcomes For Children ◽  
The Impact

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals Measuring Social Capital and Support Networks of Young Immigrants

2016 ◽  
Vol 9 (5) ◽  
pp. 62
Author(s):  
María Paz Sandín Esteban ◽  
Angelina Sánchez Martí ◽  
Ana Belén Cano Hila
Keyword(s):  
Social Capital ◽  
Educational Outcomes ◽  
Compulsory Education ◽  
Academic Persistence ◽  
Methodological Framework ◽  
Personal Network ◽  
The Social ◽  
Relational Systems ◽  
The Impact ◽  
Young Immigrants

<p class="apa">This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants. As part of a longitudinal study of the academic persistence of young people in their transition from compulsory to post-compulsory education, a “personal network questionnaire” has been developed. This instrument allows the relational structure of students to be captured and represented, and the impact of this structure on educational outcomes to be analysed. It measures and explores the network of inter-relations with adults (family, educational and recreational professionals, etc.) and peers in different settings. The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework. This network approach is rendered highly significant and valuable for professionals in educational diagnosis to assess relational vulnerability and design programs of intervention and counseling. With graphic techniques, we can somewhat address this challenge by examining patterns in relational data, experimenting with these data and putting forward hypotheses.</p>

scholarly journals Coordinated Markets, School-to-Work Linkages, and Labor Market Outcomes in the European Union

2020 ◽  
Author(s):  
Thomas Albert DiPrete ◽  
Joanna Chae
Keyword(s):  
Labor Market ◽  
Educational Outcomes ◽  
Tertiary Education ◽  
Level Structure ◽  
Labor Market Outcomes ◽  
School To Work ◽  
The European Union ◽  
Market Outcomes ◽  
Skill Formation ◽  
The Impact

A large literature in both sociology and political science has theorized about the importance of skill formation systems for macroeconomic performance, for the transition from school to work, and for labor market outcomes. However, consensus on how countries fit into these theoretical groupings has been difficult, and empirical evidence that these groupings matter has been elusive. Focusing on labor market outcomes across twenty-one European countries, this paper demonstrates that the strength of linkage between specific educational outcomes and occupational destinations is an important source of these institutional effects. Stronger linkage is generally associated with higher relative earnings and greater chances of employment, though heterogeneity exists both across age and gender groupings and across educational levels. Country-level structure matters because it is related to the local linkage strength of pathways, even as there is considerable heterogeneity within countries in the coherence of pathways from educational outcomes to occupations. Pathway effects clearly matter, particularly in how they shape the consequences of working in an occupation that is well matched to one's educational level and field of study. The strongest evidence for macro-structural effects concerns the impact of macro-structure on the earnings gap between well-matched and not-well matched workers with non-tertiary and with upper tertiary education. The findings suggest that policies to improve labor market outcomes do not require wholesale transformations of a country's skill formation system, but instead can focus on improving pathway coherence one pathway at a time.

scholarly journals "Sowing and Growing" Life Skills Through Garden-Based Learning to Reengage Disengaged Youth

2016 ◽  
Vol 10 (1) ◽  
pp. 361-385 ◽  
Author(s):  
Son Truong ◽  
Tonia Gray ◽  
Kumara Ward
Keyword(s):  
Educational Outcomes ◽  
Life Skills ◽  
Well Being ◽  
Self Esteem ◽  
Botanic Gardens ◽  
Structured Interviews ◽  
Collaborative Practices ◽  
Royal Botanic Gardens ◽  
Youth Community ◽  
The Impact

There is an emerging body of literature that explores the impact of garden-based learning on health, well-being, social cohesion, and educational outcomes. In this paper, we examine a pilot study conducted in partnership with the Royal Botanic Gardens’ Youth Community Greening to implement a gardening program with disengaged youth. Data was collected through eldwork and semi-structured interviews, revealing ve interconnected themes: enhancing well-being and health literacy; building life skills; engaging students; connecting with adults; and increasing self- esteem. We conclude by showcasing some of the collaborative practices between educational contexts and communities to reveal how these partnerships can be mutually enhancing.

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