Brotherhood of St Laurence

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The importance of observing early school leaving and usually unobserved background and peer characteristics in analysing academic performance . /

by Kalb, Guyonne | University of Melbourne. Melbourne Institute of Applied Economic and Social Research | Maani, Sholeh A.

Publisher: Parkville, Vic. Melbourne Institute of Applied Economic and Social Research 2007Description: PDF.Online Access: Electronic copy Notes: SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

Preparing children for school - benefits and privileges. /

by Margetts, Kay.

Publisher: 2007Availability: No items available

Mobility manifesto : a report on cost effective ways to achieve greater social mobility through education, based on work by the Boston Consulting Group /

by Sutton Trust.

Publisher: London, U.K. Sutton Trust 2010Description: PDF.Online Access: Electronic copy Notes: March 2010 Foreword by Sir Peter LamplSummary: The body of this report is a review of potential mobility enhancing education schemes. The backdrop, however, is a parallel analysis also undertaken by BCG that developed some overall estimates of the extra economic wealth that higher levels of social mobility would generate for the UK. Here, increased social mobility is defined as improved educational attainment for children from the most disadvantaged homes (with the least educated parents) effectively a weakening of the link between family background and children outcomes.Availability: (1)

Early warning! : why reading by the end of third grade matters /

by Fiester, Leila | Annie E. Casey Foundation.

Publisher: Baltimore, MD Annie E. Casey Foundation 2010Description: PDF.Other title: A Kids Count special report.Online Access: Electronic copy Notes: A Kids Count special report Bibliography : p. 56-59Summary: Failure to read proficiently is linked to higher rates of school dropout, which suppresses individual earning potential as well as general productivity.Availability: (1)

Low income and early cognitive development in the U.K. /

by Waldfogel, Jane | The Sutton Trust | Washbrook, Elizabeth.

Publisher: London, U.K. The Sutton Trust 2010Description: PDF.Online Access: Electronic copy Notes: 1 February 2010 Bibliography : p. 39-40Summary: It is well known that parental income in childhood is a stronger predictor of an individual's later life outcomes in the UK than in most other developed countries. It is likely that this strong association between parental income and child outcomes results from the accumulation of disadvantage (or advantage) over the course of an individual's lifetime: from endowments inherited at birth to experiences in the family through schooling and educational achievement in childhood and the teenage years, on to employment and financial success in the labour market in adulthood. This study makes use of detailed data from the Millennium Cohort Survey (MCS) on a nationally representative sample of 12,644 British children who have been followed since birth and are 5 years old in 2006 and 2007. We explore the relationship between low income (defined as the poorest 20 percent by family income), a child's scores on three cognitive tests at age 5, and a wide range of factors that are potentially consequential for children's development.Availability: (1)

Care-system impacts on academic outcomes : research report /

by Wise, Sarah | Anglicare Victoria. Social Policy and Research Unit | Pollock, Sarah | Mitchell, Gaye | Argus, Cathy | Farquhar, Peta.

Publisher: Collingwood ; Melbourne Anglicare Victoria and Wesley Mission Victoria 2010Description: PDF.Online Access: Electronic copy Notes: June 2010 Bibliography : p. 58-61 SCHOOL TO WORKSummary: Children in out-of-home care are changing schools often, repeating grades, dropping out early and suffering higher rates of mental and physical health conditions which limit their participation at school. Despite the importance of a quality education, children and youth who live away from the families of their birth parents are known to experience poor education outcomes compared to children and young people in the community generally. Although Australian research is somewhat limited, the findings are unequivocal; children in out-of-home care perform academically below what is normal for their age, are at risk of disengaging or are disengaged from school and often don t achieve any academic qualification.Availability: (1)

Lost talent? : the occupational ambitions and attainments of young Australians /

by Sikora, Joanna | National Centre for Vocational Education Research | Saha, Lawrence J.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 46-47 SCHOOL TO WORKSummary: This study, which defines the lowering of educational or occupational ambitions by high school students as 'lost talent', looks at the extent to which talent loss occurs among high achieving students and the consequences of this on later occupational attainments. The results indicate that there is a moderate, although not negligible, rate of talent loss. The report also highlights the importance of young people, particularly young women, having occupational plans.Availability: (1)

Review of funding for schooling : emerging issues paper /

by Australia. Department of Education, Employment and Workplace elations.

Publisher: Canberra, A.C.T. Australia. Department of Education Employment and Workplace Relations 2010Description: PDF.Other title: Gonski Review.Online Access: Electronic copy Notes: December 2010 Includes bibliographical references Chairman: David GonskiSummary: The aim of this emerging issues paper is to present the views heard by the panel during its preliminary listening tour that was undertaken during the latter part of 2010 across all states and territories. The panel heard views from over 70 education groups, including government and non-government education authorities, Indigenous education and special education representatives, and parent, principal, teacher and union groups. The views summarised in this paper are not those of the panel, but of those who generously shared their views with the panel. The issues and concerns raised in submissions to the review have also been incorporated. While a range of issues were raised, discussion broadly centred around seven key themes: (1) equity of educational outcomes; (2) recurrent funding; (3) capital funding; (4) targeted and needs-based funding, including funding for Aboriginal and Torres Strait Islander students; (5) support for students with special needs and students with disability; (6) governance and leadership; and (7) community and family engagement.Availability: (1)

Visible learning : a synthesis of over 800 meta-analyses relating to achievement /

by Hattie, John.

Publisher: London Routledge 2009Description: ix, 378 p. : ill. ; 25 cm.Notes: Includes bibliographical references. Contents : 1. The challenge -- 2. The nature of the evidence: a synthesis of meta-analyses -- 3. The argument: visible teaching and visible learning -- 4. The contributions from the student -- 5. The contributions from the home -- 6. The contributions from the school -- 7. The contributions from the teacher -- 8. The contributions from the curricula -- 9. The contributions from teaching approaches - part I -- 10. The contributions from teaching approaches - part II -- 11. Bringing it all together -- App. A. The meta-analyses by topic -- App. B. The meta-analyses by rank orderSummary: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learningAvailability: Items available for loan: Brotherhood of St Laurence (1).

Handbook on family and community engagement /

by Redding, Sam (ed.) | Murphy, Marilyn (ed.) | Sheley, Pamela (ed.).

Publisher: Lincoln, IL Academic Development Institute and the Center on Innovation & Improvement 2011Description: PDF.Online Access: Electronic copy Notes: Includes bibliographical referencesSummary: This Handbook is intended to provide educators, community leaders, and parents with a succinct survey of the best research and practice accumulated over the years. More important, the Handbook gives us a guide - a lean and lucid roadmap with which we can travel to a new plain in our quest for each and every student's academic, personal, social, and emotional development. We offer the Handbook as a skeleton on which the body of good work in the field can be built. This Handbook offers a broad definition of family and community engagement, seen through the lens of scholars and practitioners with a wide-ranging set of perspectives on why and how families, communities, and schools collaborate with one another.Availability: (1)

Persistent poverty and children's cognitive development : evidence from the UK Millennium Cohort Study /

by Dickerson, Andy | University of Sheffield. Department of Economics | Popli, Gurleen.

Publisher: London, U.K. Centre for Longitudinal Studies 2012Description: PDF.Other title: University of London. Institute of Education. Centre for.Online Access: Electronic copy Notes: June 2012 Bibliography : p. 40-41Summary: Data from four sweeps of the UK Millennium Cohort Study (MCS) of children born at the turn of the century were used to document the impact that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using both regression-based seemingly unrelated regressions estimation (SURE) and structural equation modelling (SEM), it was shown that children born into poverty have significantly lower test scores at ages 3, 5 and 7, and that continually living in poverty in their early years has a cumulative negative impact on their cognitive development. For children who are persistently in poverty throughout their early years, their cognitive development test scores at age 7 are more than 10 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parenting investment.Availability: (1)

Hunger for learning : nutritional barriers to children's education /

by Child Poverty Action Group.

Publisher: Auckland, N.Z. Child Poverty Action Group NZ 2011Description: PDF.Online Access: Electronic copy Notes: July 2011 Bibliography : p. 41-47Summary: "Hunger for Learning reports on an important piece of work undertaken by the Child Poverty Action Group. It provides significant data about the experiences of schools which have provided breakfast programmes and about what is required to run these programmes effectively to meet the needs of their students and school communities. It identifies both the advantages of those programmes and the requirements to ensure that all children start the school day adequately nourished. On the basis of the data gathered and the experiences of the national and international initiatives, CPAG is recommending here that breakfast programmes be started in all decile 1 and 2 primary and intermediate schools, supported by a dedicated budget allocation and local business and community partnerships."Availability: (1)

Review of funding for schooling : final report /

by Australia. Department of Education, Employment and Workplace elations.

Publisher: Canberra, A.C.T. Australia. Department of Education Employment and Workplace Relations 2011Description: PDF.Other title: Gonski report.Online Access: Electronic copy Notes: December 2011 Includes bibliographical references Chairman: David Gonski Includes bibliographical references and indexSummary: High-quality schooling fosters the development of creative, informed and resilient citizens who are able to participate fully in a dynamic and globalised world. It also leads to many benefits for individuals and society, including higher levels of employment and earnings, and better health, longevity, tolerance and social cohesion. Overall, Australia has a relatively high-performing schooling system when measured against international benchmarks, such as the Programme for International Student Assessment. However, over the last decade the performance of Australian students has declined at all levels of achievement, notably at the top end. This decline has contributed to the fall in Australia?s international position. In 2000, only one country outperformed Australia in reading and scientific literacy and only two outperformed Australia in mathematical literacy. By 2009, six countries outperformed Australia in reading and scientific literacy and 12 outperformed Australia in mathematical literacy. In addition to declining performance across the board, Australia has a significant gap between its highest and lowest performing students. This performance gap is far greater in Australia than in many Organisation for Economic Co-operation and Development countries, particularly those with high-performing schooling systems. A concerning proportion of Australia?s lowest performing students are not meeting minimum standards of achievement. There is also an unacceptable link between low levels of achievement and educational disadvantage, particularly among students from low socioeconomic and Indigenous backgrounds. Funding for schooling must not be seen simply as a financial matter. Rather, it is about investing to strengthen and secure Australia?s future. Investment and high expectations must go hand in hand. Every school must be appropriately resourced to support every child and every teacher must expect the most from every child.Availability: (1)

The impact of attitudes and aspirations on educational attainment and participation /

by Gorard, Stephen | Joseph Rowntree Foundation | Beng Huat See | Davies, Peter.

Publisher: York, U.K. Joseph Rowntree Foundation 2012Description: PDF.Online Access: Electronic copy Notes: April 2012. Bibliography : p. 81-101.Summary: This report reviews literature examining whether the attitudes, aspirations and behaviours of young people and their parents influence educational attainment and participation. ; If attitudes and aspirations do cause higher levels of attainment, then interventions for the most educationally marginalised families to enhance their beliefs and behaviour might be developed. But if they do not, then money and effort is being wasted on approaches that may even have damaging side effects. ; The review: ; - presents a model of causation for social science; ; - provides information from almost 170,000 pieces of evidence; ; - summarises the effects of 13 different kinds of belief and behaviour; ; - highlights the implications for policy, practice and future research funding.Availability: (1)

Improving educational outcomes for Aboriginal people

by Beauchamp, Toni | UnitingCare. Children, Young People and Families Services | McIntyre, Servena.

Publisher: North Parramatta, N.S.W. UnitingCare Children, Young People and Families 2012Description: iii, 50 p.Other title: Ministerial Taskforce on Aboriginal Affairs : improving educational outcomes for Aboriginal people .Online Access: Electronic copy Summary: Submits to the NSW Ministerial Taskforce on Aboriginal Affairs information and recommendations on improving educational outcomes for Aboriginal people. The submission draws attention to the high rates of suspension of Aboriginal students and suggests alternative ways of managing challenging behaviour in schools. It also emphasises the importance of increasing participation of Aboriginal children in early childhood education and care and outlines strategies needed to achieve this.Availability: (1)

Reaching higher : the power of expectations in schooling /

by Weinstein, Rhona S.

Publisher: Cambridge, MA London, U.K. Harvard University Press 2002=260 2002Description: x, 345 p.Notes: I. Reframing the Debate: What Children Can Become -- 1. Colliding Expectations of Family and School -- 2. Turning Points in Research on Expectations: Toward an Ecological Paradigm -- 3. Revisiting Educational Self-Fulfilling Prophecies -- II. Expectations in Classrooms: Through the Eyes of Students -- 4. Children Talk about Expectations for Achievement -- 5. Differences among Classroom Achievement Cultures -- 6. Children's Lives in Contrasting Classrooms -- 7. Achievement Histories of Vulnerability and Resilience -- III. Expectations in Systems: Through the Eyes of Educators -- 8. Changing a Stratified School Culture -- 9. A School Culture for the Fullest Development -- 10. Achievement Cultures for University Faculty. Includes bibliographic references and indexSummary: "In this book based on extensive research on self-fulfilling prophecies, Weinstein argues that our expectations of children are often far too low. In fact, as Weinstein shows, children typed early as "not very smart" can go on to accomplish much more than was ever expected of them.". ; "Why do expectations become all-powerful? Reaching Higher describes the contexts that create and sustain them. In an educational system with too narrow a definition of ability and too limited an array of learning opportunities, differences can end up looking like deficiencies. Yet in our diverse society and increasingly complex workplace, low expectations mean the lifelong waste of much-needed abilities. Weinstein faults assumptions, not individuals, pointing out that teachers are themselves caught in a hierarchical school culture that keeps them from being able to reach higher for all children. Weinstein's compelling case studies allow us to hear the voices of children, parents, teachers, principals, and university faculty in their common predicaments in the pursuit of learning."--BOOK JACKET.Availability: Items available for loan: Brotherhood of St Laurence (1).

Building learning communities with character : how to integrate academic, social, and emotional learning /

by Novick, Bernard | Kress, Jeffrey S | Elias, Maurice J.

Publisher: Alexandria, Virginia Association for Supervision & Curriculum Development 2002Description: ix, 137 p.Summary: Social and emotional learning and character education are complementary approaches to strengthening a person's ability to understand, manage, and express the social and emotional aspects of life and to organize action in a positive, goal-directed manner. For children, social-emotional learning and character education underpin their ability to successfully manage the tasks of everyday life such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. We feel these approaches greatly help school administrators improve the quality of student and staff learning and the climate of their schools. ; This book is designed for administrators at any level of experience with social-emotional and character education programs. It is intended for people with little or no prior background in these programs or related areas; for people with some knowledge, but need help in introducing the programs to their school; and for people who may have begun the implementation process, but want additional ideas to increase the chance of success. Interest in social-emotional learning and character education is growing, and many administrators have been exposed to ideas from a variety of sources. These include popular books (e.g., Daniel Goleman's Emotional Intelligence, 1995), magazine articles, and journals targeting administrators (Elias, Zins, Weissberg, & Associates, 1997;Educational Leadership Special Issue, May, 1997),and media-based staff development tools (National Center for Innovation and Education, 1999). Appendix A provides a basic overview of social-emotional learning.[Preface-Extract]Availability: Items available for loan: Brotherhood of St Laurence (1).

The impact of enhancing students' social and emotional learning : a meta-analysis of school-based universal interventions /

by Durlak, Joseph A | Weissberg, Roger P | Dymnicki, Allison B | Taylor,Rebecca D.

Publisher: 2011Description: 28 p.Online Access: Electronic copy Summary: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.Availability: (1)

Great expectations : supporting children and young people in out-of-home care to achieve at school /

by Seal, Ian | Victoria. Child Safety Commissioner | Baker, Robert A (ed.).

Publisher: Melbourne, Vic. Child Safety Commissioner 2007Description: PDF.Online Access: Electronic copy Notes: December 2007Summary: Developed for the use of school principals, teachers and other school staff to support children and young people in out-of-home care, this guide focuses on improving educational outcomes for students in out-of-home care. It discusses the development of inclusive curriculum practices, including building relationships with carers and case workers, school engagement and wellbeing, excursions and activities, and responding to inappropriate behaviours. It explains why children and young people are placed in out-of home care and provides information about the legal frameworks and requirements relating to the best interests and safety of the child. The guide provides an overview of Australian and international research about educational outcomes, education deficit, developmental delay and behavioural issues for children and young people in out-of-home care.Availability: (1)

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