Does embedding anxiety-reducing strategies in the classroom improve behavioural and educational outcomes for children in Year 6?

2019 ◽  
pp. 21-31
Author(s):  
Sorcha Walmsley
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children

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

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

School as Community: The Rough Rock Demonstration

1989 ◽  
Vol 59 (4) ◽  
pp. 484-504 ◽  
Author(s):  
T. McCarty
Keyword(s):  
Native American ◽  
Educational Outcomes ◽  
Social Economic ◽  
Native Language ◽  
Federal Funding ◽  
Institutional Structure ◽  
Governing Board ◽  
Community Based ◽  
Language And Culture ◽  
Outcomes For Children

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."

Identifying Patterns of Resilience Using Classification Trees

2009 ◽  
Vol 8 (1) ◽  
pp. 87-98 ◽  
Author(s):  
John Hobcraft ◽  
Wendy Sigle-Rushton
Keyword(s):  
Cohort Study ◽  
Data Analysis ◽  
Educational Outcomes ◽  
Classification Tree ◽  
Classification Trees ◽  
Homogeneous Groups ◽  
Interactive Nature ◽  
British Cohort Study ◽  
Outcomes For Children ◽  
Tree Approach

This paper introduces and illustrates the value of a classification trees approach in the study of resilience. The inherently interactive nature of the resilience construct makes this approach useful. Classification trees are a person-centred approach to data analysis, which successively split the sample into pairs of increasingly homogeneous groups of individuals. We outline the approach and then illustrate using adult educational outcomes for children in the British Cohort Study of 1970 who had experienced foster care. The insights gained from the classification tree approach are contrasted with those obtained from standard regression approaches.

scholarly journals Educational Responses to Socioeconomic Inequality

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Laura Bures
Keyword(s):  
Social Mobility ◽  
Low Socioeconomic Status ◽  
Educational Outcomes ◽  
Socioeconomic Inequality ◽  
Negative Influence ◽  
Low Socioeconomic ◽  
The Social ◽  
The Government ◽  
Outcomes For Children ◽  
Financial Burdens

Socioeconomic inequality continues to be a major concern both internationally and within Canada. Educational outcomes for children are one of the key areas affected by this reality. Schools are considered institutions responsible for promoting the social mobility of children. However, due to increasing social, political, and economic disparities among families, schools have redesigned themselves to ensure this idea persists. This paper examines how parental inconsistencies, lack of supportive home environments, and financial burdens associated with low socioeconomic status families have a negative influence on children’s educational outcomes. It investigates why schools have become concerned with implementing programs to help alleviate the effects of socioeconomic inequalities on children and their families. A discussion of the various strategies schools have put in place to integrate struggling children, families, and communities is included. Issues arise in regard to how these programs will be funded, who is responsible for these children within schools, and recommendations going forward. School boards need to be allocated more funding and support from macro level institutions such as the government and health boards if they hope to find a solution.

Neurodevelopment and Educational Outcomes for Children With Cancer: Third-Year Follow-Up

2006 ◽  
Author(s):  
Brandon G. Briery ◽  
Maria L. Goldman ◽  
Wendy Sulc ◽  
Irene Delgado ◽  
Mary Whitney Ward ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Children With Cancer ◽  
Outcomes For Children

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2022 ◽  
pp. 987-1003
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

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