Brotherhood of St Laurence

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Beyond the Classroom. Building new school networks /

by Black, Rosalyn | Australian Council for Educational Research.

Publisher: Melbourne, Vic. ACER 2008Online Access: Electronic copy Notes: Includes bibliographical references and index School to work SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

Breakfast clubs : a how to guide. /

by New Policy Institute | Kelloggs.

Publisher: London, U.K. New Policy Institute 2000Description: PDF.Availability: Items available for loan: Brotherhood of St Laurence (1).

Changes in Victorian schools and implications for lower-income families : submission to the Public Inquiry into Public Education. /

by Brotherhood of St Laurence.

Publisher: Brotherhood of St Laurence (unpub.) 1999Description: 10 leaves.Online Access: Electronic copy Notes: 20 May 1999Availability: Items available for reference: BSL Archives (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 : 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)

My place, my story : an anthology of student writing from the Frankston Network of Schools. /

by Cluster Educators (ed.).

Publisher: Seaford, Vic. Cluster Educators of the Frankston Network of Schools 2008Description: 89 p. : ill.Notes: SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

Pathways from infancy to adolescence : Australian Temperament Project 1983-2000. /

by Prior, Margot | Sanson, Ann | Smart, Diana | Oberklaid, Frank.

Publisher: Melbourne, Vic. Australian Institute of Family Studies 2000Description: xi, 83 p.Online Access: DOWNLOAD PDF Notes: Includes bibliographical references (p. 70-75)Summary: This publication tells the story of the Australian Temperament Project. It provides a concise digest of the many studies within the project, which is designed for readers wishing to access an overview of our research from infancy to adolescence. At the end of each section we indicate (by number) the published papers from the project which report more detail on each topic. References for these papers are listed at the end of the book. The Australian Temperament Project is a longitudinal study of the psycho-social development of a large and representative sample of Australian children born in Victoria between September 1982 and January, 1983. (By ‘longitudinal’, we mean a study of a particular sample group of people over a long period of time.) Our team of researchers,specialising in psychology and paediatrics, from the Royal Children’s Hospital, LaTrobe University, and University of Melbourne, has followed the growth of these children, so far up to the age of 17–18 years. Our aim has been to trace the pathways to psycho-social adjustment and maladjustment across their lifespan. Availability: (1)

Policy frameworks for learning support /

by Horn, Michael | Brotherhood of St Laurence.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2009Description: 6 p.Other title: Partnering to Learn Forum (12 November 2009 : Melbourne).Online Access: Electronic copy Notes: A Paper presented at the Brotherhood of St Laurence and Melbourne Citymission Partnering to Learn Forum held on 12 November 2009 in MelbourneAvailability: (1)

School segregation and its consequences /

by Gibbons, Stephen | Telhaj, Shqiponja.

Publisher: 2008Availability: No items available

Who cares for school age kids : staffing trends in outside school hours care /

by McNamara, Justine | National Centre for Social and Economic Modelling | Cassells, Rebecca.

Publisher: Canberra, A.C.T. National Centre for Social and Economic Modelling (NATSEM). University of Canberra 2010Description: 28 p. : graphs, tables.Online Access: Electronic copy Notes: September 2010 Bibliography : p. 27-28Summary: Research related to care arrangements for school children outside of school hours is very sparse in Australia, despite the substantial numbers of school children who receive non-parental care at least some of the time. In 2008, 16 per cent of children aged 6-8 years, and 9 per cent of children aged 9-12 years were using formal care services (ABS 2009, p. 4). This number appears to be increasing, with the percentage of children aged 5-11 years attending some type of formal before and/or after school care increasing from 8 to 14 per cent between 1996 and 2008 (ABS 2009, p. 37). Most parents (88%) report that they use before and after school care for work-related reasons (ABS 2009, p. 16).Availability: (1)

Why fathers matter to their children's literacy /

by Clark, Christina | National Literacy Trust.

Publisher: London, U.K. National Literacy Trust 2009Description: PDF.Online Access: Electronic copy Notes: June 2009 Bibliography : p. 15-21Summary: Research in the last three decades has established a clear link between parental involvement and children's educational attainment. While most of what we know is based on mother-child interactions, increased attention has been paid to the specific influences fathers and other male caregivers have on their children's development. This paper briefly summarises the findings from the field of father involvement that also address the issue of children's literacy practices. Since the literature on father involvement and children's literacy outcomes is limited with significant knowledge gaps, the focus of the paper has been broadened to encompass evidence regarding father involvement and general child outcomes.Availability: (1)

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