Brotherhood of St Laurence

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"On becoming a more positive school". /

by McCuskey, Erin.

Publisher: unpub. [1999]?Description: 31 p. + appendices.Notes: Report on consultations undertaken for the Positive School Environment Project, August - September 1997 Includes bibliographical referencesAvailability: Items available for loan: Brotherhood of St Laurence (1).

Family background, gender and cohort effects on schooling decisions. /

by Valbuena, Javier.

Publisher: University of Kent. School of Economics June 2011Description: 54 p.Online Access: Electronic copy Summary: In this paper we use unique retrospective family background data from Wave 13 of the British Household Panel Survey (BHPS) on different birth cohorts to analyze the relevance of family background, in particular parental education, and gender on differential educational achievement. We find parents? education attainments to be strong predictors of the education of their offspring....AbstractAvailability: (1)

Getting a lot further : some factors influencing decisions which ethnic families make about children's schooling and post-school futures. /

by Hartley, Robyn | Maas, Frank.

Publisher: Melbourne, Vic. Australian Institute of Family Studies 1987Description: 102 p.Notes: Report prepared for the Ministerial Committee on Multicultural and Migrant EducationAvailability: Items available for loan: Brotherhood of St Laurence (1).

Positive School Environment Project. /

by McCuskey, Erin.

Publisher: unpub. [1999]?Description: 47 p. + appendices.Notes: Includes bibliographical references The report on an innovative project undertaken by Ballarat Secondary College East Campus in 1997/98.Availability: Items available for loan: Brotherhood of St Laurence (1).

Provider influence on the home learning environment /

by Hunt, Stephen | Family and Parenting Institute |

Publisher: London, U.K. Family & Parenting Institute 2011Description: 2 vol.Online Access: Electronic copy Notes: Includes parts 1 & 2Summary: This research was commissioned to help identify what nurseries and other early years settings in the UK could do to better support parents to develop their children's learning at home. The research analyses this issue using both quantitative and qualitative data. The aim of the study is to help identify which strategies are most effective in supporting parents to give their child the best start in early home learning. The findings identify best practice, help quantify the benefits of support to parents and offer suggestions about how to make best use of resources at a time of financial constraint. The study was complex in design to allow for a 360 degree snapshot view of how much early home learning parents engage in before and after children aged 2-4 started in a funded childcare place. The rich data we collected, both quantitative and qualitative, has provided insights into parents? own views about early home learning and the help they would like from staff in early years settings. The study shows that the majority of parents maintain the same level of early home learning once their child starts in a funded childcare place, but that parents in families where adults are not in employment actually do less early home learning once their child starts in a funded childcare place. This strongly suggests that effective parental engagement should be focussed on maintaining existing levels of early home learning and preventing parents from doing less early home learning activities with their children. Early years settings should target parents from households where adults are not in employment. (Executive summary - Extract)Availability: Items available for loan: Brotherhood of St Laurence (2).

School and community in partnership. /

by Challen, Michael B | Brotherhood of St Laurence.

Publisher: Brotherhood of St Laurence (unpub.) 1995Description: 6 p.Online Access: Electronic copy Notes: Keynote address given at the Directorate of School Education Conference, 'Student Welfare' at the World Congress Centre, 27th July 1995.Availability: Items available for loan: Brotherhood of St Laurence (3).

Submission to Review of Funding for Schooling / BSL

by Brotherhood of St Laurence | Williamson, Jim.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2011Description: 35 p. PDF.Other title: Brotherhood of St Laurence submission to the Review of Funding for Schooling.Online Access: Electronic copy Summary: The submission details a number of key programs which the BSL has developed within Victoria and across Australia to increase school and home partnerships in disadvantaged neighbourhoods, and recommends that excellent initiatives, including the community VCAL program in Victoria, learning support programs, and student career pathway programs involving parents, are considered for scaling up nationally during the next funding period. ; VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL)Availability: (1)

Success begins at home : educational foundations for preschoolers /

by Lombard, Avima D.

Publisher: Lexington, MA Lexington Books, D.C. Heath and Co 1981Description: xvii, 150 p. : ill.Notes: HIPPYSummary: The Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based, early intervention program for young, disadvantaged children and their families to enhance their potential for academic success when they enter school. This book describes the components of the program and reports on the research related to HIPPY's effects on the children, parents, and the communities in which they live. Chapter 1 provides an overview of the setting for a home intervention program, and chapter 2 explains how HIPPY works. Chapter 3 examines the basic considerations in planning the program. Chapter 4 reviews research studies undertaken to study the effects on program participants. An assessment of the HIPPY program is presented in chapter 5. Descriptions and evaluations of HIPPY programs around the world are presented in chapter 6. Chapter 7 presents participants' views of the program and discusses its impact on mothers, program aides, and the community. Chapter 8 examines the role of the program in adult learning. Chapter 9 discusses issues related to the operation of HIPPY, and chapter 10 looks at the current status and future of the program. Seven appendixes contain samples of workbook activities for 3-, 4-, and 5-year-olds and research data and instruments. Contains over 170 references.Availability: Items available for loan: Brotherhood of St Laurence (2).

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)

The impact of parental attachment on adolescent perception of the school environment and school connectedness /

by Shocet, Ian M | Smyth, Tanya | Homel, Ross.

Publisher: 2007Availability: No items available

The impact of parental involvement, parental support and family education on pupil achievements and adjustment : a literature review /

by Desforges, Charles | Great Britain. Department for Education and Skills | Abouchaar, Alberto.

Publisher: Nottingham, U.K. Great Britain. Department for Education and Skills 2003Description: PDF.Online Access: Electronic copy Notes: June 2003 Includes bibliographic references pp. 92-103Summary: It is widely recognised that if pupils are to maximise their potential from schooling they will need the full support of their parents. This report presents findings from a literature review on the relationship between parental involvement, parental support and family education on pupil achievement and adjustment in schools. The study explores why and how parents become involved in supporting their children, the impact such support has, and the particular characteristics of parental support that have the greatest effects. Chapters include: issues in researching parental involvement; the impact of parental involvement on achievement and adjustment; how does parental involvement work?; ethnicity, parental involvement and pupil achievement; differences between parents in levels of involvement; enhancing parental involvement in practice: focus on parent/​school links; and adult and community education and parent training programmes.Availability: (1)

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