Brotherhood of St Laurence

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Aboriginal and Torres Strait Islander education action plan : 2010-2014 /

by Ministerial Council for Education, Early Childhood Development and Youth Affairs.

Publisher: Carlton South, Vic. Ministerial Council for Education, Early Childhood Development and Youth Affairs 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 45Summary: A national plan that commits all governments in Australia to a unified approach to closing the gap in education outcomes between Indigenous and non-Indigenous students. The Aboriginal and Torres Strait Education Action Plan 2010-2014, was developed by the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) as part of the Council of Australian Governments' (COAG's) reform agenda to improve life outcomes for indigenous Australians. MCEECDYA approved the plan in April 2010 and it was subsequently endorsed by COAG in May 2011.Availability: (1)

Early childhood and education services for Indigenous children prior to starting school /

by Sims, Margaret | Australian Institute of Health and Welfare.

Publisher: Canberra, A.C.T. Closing the Gap Clearinghouse 2011Description: PDF.Other title: Closing the Gap Clearinghouse. Resource sheet ; no. 7.Online Access: Electronic copy Notes: May 2011 Bibliography pp. 12-15Summary: Though school readiness is a key factor in closing the gap between Indigenous and non-Indigenous Australians, there are also other factors to consider when helping young children. This resource sheet reviews the evidence on early childhood and education services for Indigenous young children. It outlines what works, what doesn't, and what further research is needed. Topics include: the evidence on whether early childhood programs address disadvantage; the characteristics of successful early childhood programs; home visiting programs; integrated early childhood service delivery; the features of successful interventions; applicability to early childhood Indigenous programs; culturally specific services; and facilitators and barriers.Availability: (1)

Evaluation of transition : a positive start to school pilots /

by Astbury, Brad | University of Melbourne. Centre for Program Evaluation.

Publisher: Melbourne, Vic. University of Melbourne. Centre for Program Evaluation 2009Description: PDF.Online Access: Electronic copy Notes: June 2009 Bibliography pp. 44-47 Appendices pp. 48-50Summary: The Victorian government's Blueprint for Education and Early Childhood Development, released in September 2008, articulates a vision for Victorian education and early childhood development over the next five years. Improving transitions for children moving between early childhood services and schools is a priority area within the Blueprint, and relates to the goal that: 'By the time Victorian children start school they will be ready to learn at school and schools will be ready for them'.Availability: (1)

Facilitating children's transition to school from families with complex support needs /

by Docket, Sue | Charles Sturt University. Research Institute for rofessional Practice, Learning and Education | Perry, Bob | Kearney, Emma | et al.

Publisher: Wagga Wagga, N.S.W. Charles Sturt University. Research Institute for Professional Practice, Learning and Education 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography pp. 34-36Summary: This report reinforces the importance of the transition to school for children from families with complex support needs. For all children and families, but particularly for those with complex support needs, the transition to school is a time of both opportunity and vulnerability. Families with complex support needs are those experiencing multiple challenges related to children, parents or the whole family. These could encompass poverty, unemployment, ill health, substance abuse, experiences of violence or trauma, poor educational outcomes, truancy, behavioural problems, isolation and/or responding to family members with disabilities or special education needs. The combination of challenges presents a range of stresses for these families.Availability: (1)

Linking Schools and Early Years Project Evaluation : Data collection Round 2 /

by Eastman, Christine | University of New South Wales. Social Policy Research Centre | Newton, B.J | Rajkovic, Marianne | Valentine, Kylie.

Publisher: Sydney, N.S.W. University of New South Wales. Social Policy Research Centre 2011Description: PDF.Other title: University of New South Wales, Social Policy Research Centre..Online Access: Electronic copy Notes: Report for The Centre for Community Child Health. January 2011 Bibliography : p. 65Summary: This is the second of two evaluation reports on the Linking Schools and Early Years Project (LSEY), which is being led by the Centre for Community Child Health, Murdoch Childrens Research Institute at the Royal Children's Hospital. The aim of LSEY is to ensure that all children enter the formal education system ready to engage and be successful in school. The project also aims to ensure that schools are prepared for children of all abilities and backgrounds when they first attend, and that families, services and communities are ready to support the development of children. The methodology for the first evaluation was the use of questionnaires completed by parents, schools, early childhood education and care services, and child and family services. For this report, qualitative data was collected to enhance the process component of the evaluation.Availability: (1)

Linking Schools and Early Years Project evaluation : evaluation framework (2010-13) /

by Valentine, Kylie | University of New South Wales. Social Policy Research Centre | Katz, Ilan.

Publisher: Sydney, N.S.W. University of New South Wales, Social Policy Research Centre 2010Description: PDF.Other title: University of New South Wales, Social Policy Research Centre.Online Access: Electronic copy Notes: May 2010 Prepared for the Centre for Community Child Health Bibliography : p. 23Summary: The aim of the Linking Schools and Early Years Project (LSEY) is to ensure that all children enter the formal education system ready to engage with the many opportunities offered by their new learning environment. The project also aims to ensure that schools are prepared for children of all abilities and backgrounds when they first attend, and that families, services and communities are ready to support the development of children.Availability: (1)

Linking schools and early years services : final report /

by Centre for Community Child Health Royal Children's Hospital, elbourne.

Publisher: Melbourne, Vic. Centre for Community Child Health Royal Children's Hospital, Melbourne 2008Description: PDF.Online Access: Electronic copy Notes: June 2006 Prepared for The R.E. Ross TrustSummary: There is clear evidence that addressing the low literacy levels of many children from disadvantaged backgrounds requires identifying and removing barriers these children face when starting school. Doing this will require new ways of working and greater partnerships and collaboration between schools and early years services. ; Australia's changing social landscape has led to an increased number of families with complex needs. While the logic of integrated service delivery designed to meet these complex needs is recognised, progress is hindered by government departments working in 'silos'.Availability: (1)

Resource guide for early childhood transitions : annotated bibliography /

by Chan, Briana | Harvard Graduate School of Education. Harvard Family esearch Project.

Publisher: Cambridge, MA Harvard Graduate School of Education. Harvard Family Research Project 2011Description: PDF.Online Access: Electronic copy Notes: April 2011Summary: This bibliographic resource provides a selected listing of journal articles, research briefs, and reports that focus on early childhood transitions and school readiness. They cover a variety of topics central to the issue of early childhood transitions, including family engagement and home school and program school partnerships. Because the Head Start program is one of the most frequently studied early childhood initiatives, many of the resources focus on the transition from Head Start to preschool/kindergarten.Availability: (1)

School readiness : what does it mean for Indigenous children, families, schools and communities? /

by Dockett, Sue | Australian Institute of Family Studies | Perry, Bob | Kearney, Emma.

Publisher: Canberra, A.C.T. Australian Institute of Health and Welfare 2010Description: PDF.Other title: Closing the Gap Clearinghouse issues paper ; no. 2.Online Access: Electronic copy Notes: December 2010 AIHW catalogue number (IHW36) Bibliography : p. 26-35Summary: Examining programs that work as well as the gaps in current knowledge about school readiness, this paper concentrates on the transition to school for Indigenous Australian children.Availability: (1)

School readiness /

by Farrar, Estelle | Goldfeld, Sharon | Moore, Tim.

Publisher: West Perth, W.A. Australian Research Alliance for Children and Youth 2007Description: PDF.Availability: Items available for loan: Brotherhood of St Laurence (1).

School's in for refugees : a whole-school approach to supporting students of refugee background /

by Victorian Foundation for Survivors of Torture.

Publisher: Parkville, Vic. Victorian Foundation for Survivors of Torture Inc 2011Description: xiv, 223 p. ; ill.Online Access: Electronic copy Notes: Includes bibliography p.222-223Summary: This second edition has been produced in consultation with teachers and others in the community, health, family services and education sectors. It includes background information about understanding the refugee experience and the impact of trauma on learning, development and wellbeing to support those who work in and with schools. This resource also includes case studies, professional learning activities, templates and tools for teachers to use in their work, to assist planning and change processes in a school environment.Availability: (1)

School's in for refugees : whole-school guide to refugee readiness /

by Victorian Foundation for Survivors of Torture.

Publisher: Parkville, Vic. Victorian Foundation for Survivors of Torture Inc. 2004Description: 107 p. ; ill PDF.Online Access: Electronic copy Notes: Reprinted in 2007 Produced by The Victorian Foundation for Survivors of Torture Inc. Summary: The Guide aims to strengthen the capacity of school communities, at both primary and secondary levels, to promote a supportive school environment for refugee students and their families, to nurture the mental health and wellbeing of refugee students and to enhance their educational outcomes. It also promotes social connectedness between refugee families and the school community. The purpose of the Guide is to provide all staff (administrators, teachers and non-teaching personnel) with strategies to help refugee students overcome learning difficulties and adjust to a new environment. Intended for use at both primary and secondary levels, the Guide outlines strategies for the classroom and wider school programs. It has been designed as an easy-to-use reference tool, specifically tailored to enable schools to improve the delivery of education to these students. Because there is a variety of school settings available to refugee students, and a range of experience among schools and staff in teaching refugee students, the format of the Guide has been developed in such a way as to allow schools to identify and implement the most appropriate policies, programs and structures for their particular school environment. Availability: (1)

Starting school : a strengths based approach towards Aboriginal and Torres Strait Islander children /

by Armstrong, Stephanie | Australian Council for Educational Research | Buckley, Sarah | Lonsdale, Michele.

Publisher: Camberwell, Vic. Australian Council for Educational Research 2012Description: PDF.Online Access: Electronic copy Notes: This paper has been prepared by a joint project team, with Indigenous and non-Indigenous members, from ACER and FaHCSIA. Bibliography : p. 34-38Summary: This paper provides an overview of the role of 'resilience' in an Aboriginal and Torres Strait Islander strengths based early learning context. It does this by reviewing the literature and by conducting an analysis of data collected through the Longitudinal Study of Indigenous Children (LSIC), a study that follows two age groups of Aboriginal and Torres Strait Islander children as they grow up. The origins of this paper came from a desire to do something more with the rich LSIC data available, and a frustration that the positive elements being captured in the LSIC data are not necessarily being reflected in the rhetoric, policies, programs and approaches that are aimed at supporting Aboriginal and Torres Strait Islander children's transition to formal learning. While the LSIC data appear to be pointing to strong and rich interactions between children and their parents and carers, and to the importance of cultural knowledge and identity as a key factor in the development of resilience, these protective factors are not currently being reflected in testing and checklists being used to measure children's wellbeing and school readiness. ; LONGITUDINAL STUDY OF INDIGENOUS CHILDREN (LSIC)Availability: (1)

The implications of poverty on children's readiness to learn /

by Australian Research Alliance for Children & Youth.

Publisher: Perth, W.A. Australian Research Alliance for Children and Youth 2009Description: PDF.Online Access: Electronic copy Notes: Focusing paper prepared for the Australian Research Alliance for Children and YouthSummary: The paper focuses on children's learning during early childhood, their transition to school, and their early learning at primary school.Availability: Items available for loan: Brotherhood of St Laurence (1).
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Transitioning children from early childhood education to school : teacher beliefs and transition practices /

by Timperley, Helen | McNaughton, Stuart | Howie, Lin.

Publisher: 2003Availability: No items available

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