Brotherhood of St Laurence

Your search returned 29 results.

Not what you expected? Check for suggestions
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)

Attitudes, intentions and participation in education : year 12 and beyond /

by Australian Council for Educational Research.

Publisher: Camberwell, Vic. Australian Council for Educational Research 2010Description: PDF.Other title: Longitudinal Surveys of Australian Youth. Briefing ; no. 20.Online Access: Electronic copy Notes: SCHOOL TO WORKSummary: This briefing paper draws on findings from several LSAY Research Reports which report on how student attitudes and engagement in the formative school years influence subsequent participation in post-compulsory education and training. Data is used from two LSAY cohorts: students who were in Year 9 in 1995, and students who were in Year 9 in 1998. Attitudes to school in the LSAY program are based on student responses to a set of 30 items, and intentions to further study are recorded in Year 9. This paper, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.Availability: (1)

Disenchantment, disengagement and disappearance : some recent statistics and a commentary on non-attendance in school. /

by Withers, Graeme.

Publisher: Sydney, N.S.W. Dusseldorp Skills Forum 2004Description: PDF.Online Access: Electronic copy Availability: Items available for loan: Brotherhood of St Laurence (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)

Education horizons : hidden treasures: recognising the value of Indigenous educators. /

by Winkler, Michael.

Publisher: Sydney, N.S.W. Dusseldorp Skills Forum 2006Description: PDF.Notes: INTO AND OUT OF WORK SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

Educational performance among school students from financially disadvantaged backgrounds. /

by Zappala, Gianni | The Smith Family | Considine, Gillian.

Publisher: Camperdown, N.S.W. The Smith Family 2001Description: v, 19 p. PDF.Online Access: DOWNLOAD PDF Notes: January 2001 Website : http://www.smithfamily.org.auSummary: The relationship between family socioeconomic status (SES) and the academic performance of children is well established in sociological research. A neglected dimension, however, are the factors that may influence educational outcomes within particular SES bands. This paper presents data on the educational performance of children from financially disadvantaged backgrounds and examines its variation as affected by traditional measures of SES as well as a range of other family, individual and contextual factors. This paper presents new data on a sample of over 3,000 students from financially disadvantaged backgrounds (students on The Smith Family’s Learning for Life program in 1999) to estimate the extent of socioeconomic, family, individual and contextual factors on school educational performance. Results obtained using binomial logistic regression techniques indicate that sex, unexplained absences, parental educational attainment, housing type, and student age are all statistically significant variables and predictors of academic performance. In contrast, ethnicity, family structure, the main source of family income, and geographical location do not significantly predict outcomes in school performance once other factors are controlled for. The finding that even within a group with considerable financial disadvantage, socioeconomic status as reflected by the level of parental education, was a key predictor of student academic achievement raises several policy implications. In brief, it supports the notion that the ‘social’ and the ‘economic’ components of the socioeconomic status equation may have distinct and separate influences on educational outcomes. While financial assistance to schools and families in need is important, policies and programs that also assist low-income parent/s in providing appropriate psychological and educational support for their children should also be promoted. Furthermore, in contrast to much publicised recent research and media comments on the negative effects of one-parent families on children, the findings do not support such a conclusion. Neither do the findings support the argument that one parent households may have relatively more detrimental effects on boys than girls. Consistent with other studies, however, the findings do confirm the existence of a significant gender gap in educational achievement among students from low socioeconomic status. The lack of significance of both ethnicity and geographical location once other factors are controlled for suggests that the current policy focus on boys’ behavioural problems is perhaps warranted. Finally, while geographical location was not a significant predictor of academic achievement, whether children live in private or public housing was found to be significant even after controlling for other factors. The significance of housing suggests that approaches to addressing disadvantage that are neighbourhood based should be encouraged. Availability: (1)

Good practice in re-engaging disaffected and reluctant students in secondary schools . /

Publisher: London, U.K. Ofsted 2008Description: PDF.Notes: URL: 'http://tinyurl.com/5asn9o' Checked: 2/03/2009 9:56:26 AM Status: Live Details: HTTP status 200 - Usual success response School to work SCHOOL TO WORKSummary: "This report draws on a survey of 29 secondary schools, including one academy and one pupil referral unit, to identify sustained good practice in re-engaging disaffected students in their learning. The report illustrates the good practice in the schools visited and what might be achieved by others when reviewing support for disaffected students. The report emphasises the importance of also engaging parents and carers in supporting young people." -- Publisher websiteAvailability: Items available for loan: Brotherhood of St Laurence (1).

How high can we go : homeless children's education /

by McAuley, Katrina | Merri Outreach Support Service.

Publisher: Broadmeadows, Vic. Merri Outreach Support Service 2011Description: 16 p. : graphs.Online Access: Electronic copy Summary: The purpose of this report is to dig a little deeper than previous research and data collection and focus on children's education experience. We measured whether the experience of being behind with school work and missing many months of attendance was common for children. We also wanted to look at the experience for Aboriginal children and children who are newly arrived migrants or refugees and the specific issues they are faced with.Availability: (1)

If they learn us right : a study of the factors affecting the attendance, suspension and exclusion of Aboriginal students' in secondary schools. /

by Herbert, Jeannie | Anderson, Lynette | Price, David | Stehbens, Clare.

Publisher: Erskinville, N.S.W. Australian Centre for Equity through Education 1999Description: xviii, 132 p.Notes: Includes bibliographical references (p. 130-132)Availability: Items available for loan: Brotherhood of St Laurence (1).

Learning choices national scan : programs and schools catering for young people at risk of not completing their education /

by Holdsworth, Roger | Dusseldorp Skills Forum.

Publisher: Edgecliff, N.S.W. Dusseldorp Skills Forum 2011Description: PDF.Online Access: Electronic copy Notes: July 2011Summary: Dusseldorp Skills Forum carried out an on-line survey of alternative education programs and approaches in early 2011. This report, by Roger Holdsworth from the Youth Research Centre at the University of Melbourne, summarises the responses and comments on the survey results. It also includes suggestions for Follow-Up that could be addressed through relevant case studies.Availability: (1)

Learning support programs : education reform beyond the school.

by Bond, Sharon | Brotherhood of St Laurence.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2009Description: vi, 29 p. PDF.Online Access: Electronic copy Notes: June 2009 Summary: This report presents the case for learning support programs (LSPs) and suggests that, in light of Commonwealth and state commitments to social inclusion, a serious policy and funding commitments to such programs is required as a key element of the implementation of the COAG National Plans for education reform.Availability: Items available for loan: Brotherhood of St Laurence (1), BSL Archives (1).

Learning support programs : 'a chance to experience success' : an evaluation of four Melbourne Citymission Learning Support Programs for children & [and] young people. /

by Pate, Anne.

Publisher: Melbourne, Vic. Melbourne City Mission 2008Description: iv, 224 p.Notes: URL: 'http://www.melbournecitymission.org.au/assets/files/public/news/LSP-Report-text_EMAIL.pdf' Checked: 6/10/2008 10:52:46 AM Status: Live Details: HTTP status 200 - Usual success response Family & early years School to work SCHOOL TO WORKSummary: Learning Support Programs (homework clubs and tutoring programs) provide support outside school hours in a variety of settings to students from disadvantaged backgrounds who are at risk of poor educational outcomes. Melbourne Citymission s previous research has shown that in the northern and western suburbs of Melbourne alone, at least 1,300 children of primary and secondary school age participate in learning support programs run by community organisations.Availability: Items available for loan: Brotherhood of St Laurence (1).

Life chances and transitions: notes for presentation /

by Taylor, Janet.

Publisher: unpub. 2006Description: 7p.Online Access: DOWNLOAD PDF Notes: October 2006 Includes 7 pages of notes and 14 leaves of a Powerpoint presentation Notes on talk given by Janet Taylor to the 'Getting Beyond the Talk ' Forum, Centre for Adolescent Health and Youth Research Centre, 19 October 2006, University of Melbourne, AustraliaAvailability: Items available for reference: BSL Archives (1).

Life chances at 15 : resilience and engagement /

by Taylor, Janet | Brotherhood of St Laurence | Nelms, Lucy.

Publisher: Fitzroy, Vic.Paper presented at the Australian & [and] New Zealand Adolescent Health Conference, 13 to 15 November 2006, Sydney Olympic Park. 2006Description: 7 p.Online Access: DOWNLOAD PDF Notes: November 2006 Includes bibliographical references (p. 7) School to work 2 copies SCHOOL TO WORKAvailability: Items available for reference: BSL Archives (1).
Lists:

Mapping Indigenous education . /

by Biddle, Nicholas | Hunter, Boyd | Schwab, Jerry.

Publisher: Canberra, A.C.T. Centre for Aboriginal Economic Policy Research. Australian National University 2004Description: PDF.Notes: URL: 'http://www.anu.edu.au/caepr/Publications/DP/2004_DP267.pdf' Checked: 6/10/2008 10:19:29 AM Status: Live Details: HTTP status 200 - Usual success responseAvailability: Items available for loan: Brotherhood of St Laurence (1).

Predicting disengagement and its effects : what evidence is there on the extent to which disengagement can be predicted at younger ages? (8-12) : a literature review /

by Lamb, Stephen | University of Melbourne. Centre for Post-compulsory ducation and Lifelong Learning | Dulfer, Nicky.

Publisher: Melbourne, Vic. University of Melbourne. Centre for Post-compulsory Education and Lifelong Learning 2008Description: PDF.Online Access: Electronic copy Notes: April 2008 Bibliography pp. 10-11Summary: Research and theory in education strongly suggests that disengagement from school is the cumulative result of many factors that reach back a considerable distance into a student's life - predictive factors can emerge very early on in primary school and even before. Recent thinking about the process of disengagement and early leaving points to the processes beginning early. Some have described understanding of the process as needing a 'life course perspective' (see Audas and Willms, 2001). They suggest that later expressions of a lack of engagement in school, including disaffection and early leaving, are linked to negative attitudes to school, behaviours and poor progress that can appear early and have cumulative effects. It points to a need to understand the origins and development of low achievement, risk-taking behaviour, and disengagement from school as events that tend to occur at different phases of a child's schooling, sometimes evident quite early. It also suggests that it is possible to predict later patterns of disengagement from earlier phases of school. This then makes it possible to identify ways of being able to intervene, address the issues and produce change.Availability: (1)

Preventing youth disengagement and promoting engagement /

by Burns, Jane | Australian Research Alliance for Children and Youth | Collin, Philippa | Blanchard, Michelle.

Publisher: West Perth, W.A. Australian Research Alliance for Children and Youth 2008Description: PDF.Notes: INTO AND OUT OF WORK SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

School attendance and retention of Indigenous Australian students /

by Purdie, Nola | Buckley, Sarah | Australian Institute of Health and Welfare.

Publisher: Canberra, A.C.T. Australian Institute of Health and Welfare 2010Description: PDF.Other title: Closing the Gap Clearinghouse issues paper ; no 1.Online Access: Electronic copy Notes: September 2010 Bibliography : p. 23-24 The Closing the Gap Clearinghouse is a Council of Australian Governments initiative jointly funded by all Australian Governments. It is being delivered by the Australian Institute of Health and Welfare in collaboration with the Australian Institute of Family Studies.Summary: Engagement or participation in education is a key factor affecting the life chances of all Australians, and it is particularly important for Indigenous Australians who have an overall lower level of participation in education than non-Indigenous Australians. Higher levels of educational attainment improve employment opportunities, are associated with higher income and promote participation in all societal activities. Education includes preschool education, primary and high school education, tertiary education and vocational training, as well as education and training outside a formal institutional framework. This issues paper deals with school attendance and retention.Availability: (1)
Lists:

School non-completers : profiles and initial destinations. /

by Curtis, Davis D | Australian Council for Educational Research | McMillan, Julie.

Publisher: Camberwell, Vic. Australian Council for Educational Research 2008Description: HTML.Notes: URL: 'http://www.acer.edu.au/lsay/research.html' Checked: 2/03/2009 9:53:19 AM Status: Live Details: HTTP status 200 - Usual success response School to work SCHOOL TO WORKSummary: "This study examines non-completion of Year 12 at school for a nationally representative sample of young people who were 15 years old and still attending school in 2003. The study explores relationships between non-completion and selected socio-demographic and school-related factors, and changes in rates of school non-completion from the early 1980s to 2005. There is a particular emphasis on how socio-demographic and school-related factors over that period have influenced early school leaving. This study also examines the use of an alternative measure of school completion , which incorporates participation in a vocational education and training program after leaving school." -- Executive summary.Availability: Items available for loan: Brotherhood of St Laurence (1).

Hosted by Prosentient