Addressing The Academic Behavioral Social Emotional Needs Of Foster Youth In A Tk 5 School Setting A Qualitative Study Of School Staff Perspectives

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Addressing the Academic, Behavioral & Social-Emotional Needs of Foster Youth in a TK-5 School Setting: A Qualitative Study of School Staff Perspectives

Author : Melanie Ann Culver
Publisher :
ISBN 13 :
Total Pages : 127 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis Addressing the Academic, Behavioral & Social-Emotional Needs of Foster Youth in a TK-5 School Setting: A Qualitative Study of School Staff Perspectives by : Melanie Ann Culver

Download or read book Addressing the Academic, Behavioral & Social-Emotional Needs of Foster Youth in a TK-5 School Setting: A Qualitative Study of School Staff Perspectives written by Melanie Ann Culver and published by . This book was released on 2020 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perspectives of school staff who have direct contact with foster youth across four school sites with high foster enrollment in one California district. This fills a research gap for studies involving elementary school aged foster youth, as well as for studies involving the perceptions of school staff. Using the lens of interpretivist theory, a humanistic style of research centering on the real-world experiences of participants, this study entailed interviews with 14 participants around their experiences serving foster youth and their academic, behavioral, and social-emotional needs. Data analysis indicated forms of student support observed and practiced by participants, as well as challenges they named in meeting the needs of foster youth in particular. Participants often expressed a new perspective on the available research. The study includes their recommendations for practice at their school sites, as well as discussion of potential future research directions.

School, Family, and Community Partnerships

Author : Joyce L. Epstein
Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

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Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Transforming the Workforce for Children Birth Through Age 8

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309324882
Total Pages : 587 pages
Book Rating : 4.3/5 (93 download)

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Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Elementary School Supports and Services to Increase the Academic Achievement of Students in Foster Care

Author : Omar Zavalza
Publisher :
ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Elementary School Supports and Services to Increase the Academic Achievement of Students in Foster Care by : Omar Zavalza

Download or read book Elementary School Supports and Services to Increase the Academic Achievement of Students in Foster Care written by Omar Zavalza and published by . This book was released on 2021 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a significant achievement gap for students in foster care, evidenced by low academic performance, high rates of absenteeism and disciplinary referrals, and an overrepresentation in special education programs. Research indicates that the difficulties students in foster care face span domains of social, emotional, behavioral, and academic functioning. Consequently, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for academic success. The intention of this study was to examine and better understand what programs and support services elementary school principals believe are most effective in assisting elementary schools students in foster care achieve academically. The research was conducted within a southern California elementary school district and the research sample included eight interviewees. Participants responded to questions about perceptions of the current programs and support services provided to foster care students in their district and their insight on additional programs and supports needed to foster a positive learning environment and ensure their continued success. The participants revealed three major themes that they have experienced through their work with students in foster care. These themes included Social and Emotional Supports, Consistent Communication and Collaboration, and Continuous Professional Development. Future research in this area might provoke policymakers, district, and school leaders to assist in enhancing the educational experiences and outcomes of students in foster care by recognizing their differing needs and guiding teachers to ensure all students move forward in equitable ways.

Elementary Classroom Teachers' Perceptions of and Lived Experiences with Children in Foster Care

Author : Diana P. Kleman
Publisher :
ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (892 download)

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Book Synopsis Elementary Classroom Teachers' Perceptions of and Lived Experiences with Children in Foster Care by : Diana P. Kleman

Download or read book Elementary Classroom Teachers' Perceptions of and Lived Experiences with Children in Foster Care written by Diana P. Kleman and published by . This book was released on 2014 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature describing the academic performance, school experiences, and social relations of children in foster care is fraught with negative findings regarding educational delays, high attrition in high school, and inadequate social skills, as well as inability to maintain employment, incarceration, and homelessness in young adulthood. Such findings could influence classroom teachers to stereotype them intellectually, behaviorally, and psychosocially, and to expend little time and effort to help foster children. To investigate elementary classroom teachers' perceptions of and lived experiences with foster children the researcher used a grounded theory strategy and methods. Twenty-five teachers from three urban school districts in a Midwestern state were interviewed one-on-one according to a semi-structured interview schedule. Each interview was audio taped and transcribed verbatim. The constant comparative method was used to analyze emergent data and construct themes. The final stage of analysis yielded the following themes: 1. Participants' empathy for children in foster care, 2. Participants' impressions of foster parents, 3. Participants' interactions within the system, 4. Foster care children's academic performance, 5. Behavioral issues with children in foster care, 6. Foster care children's interactions with peers, and 7. Participants' advice to colleagues. Overall, results indicate that elementary school teachers did not stereotype children in foster care. Instead, they demonstrated a ii balanced perspective on their abilities and challenges, and understood how their interactions and interventions as educators could support foster care children in their classrooms and enhance their development, academically and psychosocially.

They Stand Out, Even when They Don't Stand Out

Author : Alaina Elizabeth Flannigan
Publisher :
ISBN 13 :
Total Pages : 136 pages
Book Rating : 4.:/5 (962 download)

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Book Synopsis They Stand Out, Even when They Don't Stand Out by : Alaina Elizabeth Flannigan

Download or read book They Stand Out, Even when They Don't Stand Out written by Alaina Elizabeth Flannigan and published by . This book was released on 2016 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Youth in the child welfare system may have academic needs that go unmet as a result of the perceptions that educators hold of this population. This study explores teachers’ ideas about foster youth, both as a population in general and the specific foster youth with whom they have interacted. Fifteen current and former teachers at the middle and high school levels were interviewed in a semi-structured format, and data were analyzed using a grounded theory approach. Results suggest low general and often negative knowledge of the child welfare system and foster youth who may be present in their schools as well as expectations of poor emotional and academic performance. Foster youth were equated, perhaps erroneously, to economically disadvantaged students as a whole. Foster youth held a stigmatized identity as irreparably damaged. Such negative perceptions were combatted with more accurate depictions of each individual student when educators took time to connect with students on a personal level. Based on these results, a school environment that includes well trained staff and informed peers who are able to provide safe spaces for foster youth to discuss their situations for better emotional processing and more open, less marginalized treatment of foster youth status may help foster youth better cope with the turmoil in their lives. Results also inform suggestions for a program to improve teacher competency around foster youth.

The Foster Care Label in Academic Settings

Author : Devin James Mc Guier
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis The Foster Care Label in Academic Settings by : Devin James Mc Guier

Download or read book The Foster Care Label in Academic Settings written by Devin James Mc Guier and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Success in school is a key protective factor for youth in foster care. Communication and collaboration between schools, child welfare, and other service providers are crucial for promoting school success among foster youth. However, concerns that teachers may view youth in foster care negatively simply because of their foster care status create a barrier to communication and collaboration. Despite these concerns, to date virtually no quantitative research exists documenting the presence of bias toward foster youth in academic settings. This study used an experimental design to test whether informing elementary school teachers of hypothetical students foster care status resulted in biased expectations, attributions, and decision-making. This study also examined the effect of student race on teachers judgments and decisions, as well as the extent to which teacher well-being mitigated or enhanced effects of student foster care status and student race. Teachers (n = 179) reported lower academic expectations for students in foster care compared to their peers and were biased toward attributing foster youths academic and behavior problems to less internal, less controllable causes. Teachers were also more likely to attribute behavior problems to more stable causes and to recommend special education evaluations for students in foster care. Effects of student race were limited to a bias toward attributing academic and behavior problems to less internal causes, attributing academic problems to less controllable, less stable causes, and assignment of less harsh discipline responses for Black students compared to White students. There was some evidence that teacher well-being (most notably teacher sleep problems) moderated effects of student foster care status on teachers judgments and decisions such that poorer teacher well-being was associated with greater bias toward foster youth. Implications for policy and practice to support teachers in their interactions with students who are in foster care are discussed.

A School-based REBT Group for Foster Youth to Enhance Academic and Social Skills

Author : Portia L. Riley-Atcherson
Publisher :
ISBN 13 : 9781339915531
Total Pages : 79 pages
Book Rating : 4.9/5 (155 download)

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Book Synopsis A School-based REBT Group for Foster Youth to Enhance Academic and Social Skills by : Portia L. Riley-Atcherson

Download or read book A School-based REBT Group for Foster Youth to Enhance Academic and Social Skills written by Portia L. Riley-Atcherson and published by . This book was released on 2015 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This project proposed a long-term REBT group in an elementary school setting. The paper summarized the research that examined how foster children attachments play a role in their academic and social success. The review of literature showed why counselors need to be informed about the challenges that foster youth face and how knowledge of their backgrounds helps to determine the best practices to meet their needs in and outside of school. The research also suggests the importance of long-term groups when working with foster children in order to help them to obtain healthy secure attachments to adults and peers. The proposed long-term REBT group provides counselors with a model for working with foster youth that aims to build the students' self-understanding and acceptance, their relationships with counselors and peers, academic confidence, and social skills. The paper also considered the need for additional research to assess the effectiveness of this approach."--Abstract, p. 1.

Handbook of Research on Student Engagement

Author : Sandra L. Christenson
Publisher : Springer Science & Business Media
ISBN 13 : 1461420172
Total Pages : 839 pages
Book Rating : 4.4/5 (614 download)

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Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson

Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.

Shared Accountability to Improve Educational Outcomes of Foster Youth: Examining the Conditions that Influence Evidence-Based Decision Making

Download Shared Accountability to Improve Educational Outcomes of Foster Youth: Examining the Conditions that Influence Evidence-Based Decision Making PDF Online Free

Author : Brian Lee Huff
Publisher :
ISBN 13 :
Total Pages : 175 pages
Book Rating : 4.:/5 (17 download)

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Book Synopsis Shared Accountability to Improve Educational Outcomes of Foster Youth: Examining the Conditions that Influence Evidence-Based Decision Making by : Brian Lee Huff

Download or read book Shared Accountability to Improve Educational Outcomes of Foster Youth: Examining the Conditions that Influence Evidence-Based Decision Making written by Brian Lee Huff and published by . This book was released on 2015 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster youth in the K-12 setting consistently perform below most student subgroups due to high rates of school transfer and psychological problems from abuse or neglect. They were largely invisible to K-12 practitioners until 2013, when California became the first state to legislate the tracking of foster student performance. Although educators are accustomed to evidence-based decision-making practices as required under federal law, foster youth present a unique set of challenges - high mobility rates impact information sharing, and foster youth require a broad set of stakeholders to inform decision-making, including social workers, psychologists and educational rights holders. This dissertation research explored the first-year implementation of foster youth accountability legislation in the 80 school districts within Los Angeles County. Using a sequential mixed-methods descriptive approach, this study sought answers to four research questions: (a) How do K-12 districts support the educational success of foster youth?; (b) What evidence do K-12 district leaders use to guide decision-making for foster youth?; (c) How do K-12 district leaders value this evidence?; and (d) What are the organizational conditions that influence data-informed decision-making regarding foster youth in K-12 districts? A content analysis of Local Control Accountability Plans from all 80 school districts within Los Angeles County revealed low implementation of strategies to address the needs of foster youth. Moreover, actions and metrics articulated in the plans did not fully align with the needs of foster youth identified in the literature. A subsequent survey of 49 foster youth liaisons from across the county, along with 10 follow-up structured interviews, provided practitioner insight into the challenges of implementing foster youth policy. Recommendations for policy-makers and practitioners include: (a) centralizing foster youth data for easier access by decision-makers; (b) aligning actions and metrics of accountability plans to research-based needs of foster youth; (c) building capacity among K-12 practitioners through training; (d) establishing regional professional networks for district staff serving foster youth; (e) increasing participation of foster youth experts in decision-making; (f) streamlining information sharing through a foster youth learning plan template; and (g) establishing mandated structures for the coordination of services.

Examining the Educational Experience of Foster Children Through the Perspective and Expectations of Multiple Adult Stakeholders

Author : Kevin Kowalczyk
Publisher :
ISBN 13 :
Total Pages : 216 pages
Book Rating : 4.6/5 (721 download)

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Book Synopsis Examining the Educational Experience of Foster Children Through the Perspective and Expectations of Multiple Adult Stakeholders by : Kevin Kowalczyk

Download or read book Examining the Educational Experience of Foster Children Through the Perspective and Expectations of Multiple Adult Stakeholders written by Kevin Kowalczyk and published by . This book was released on 2020 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are roughly 400,000 children in the foster care system throughout the United States. Many of these children enter care after experiencing some sort of physical or emotional trauma. This trauma has a potentially damaging impact on the educational achievement of this scarred population. The data show that these children are at high risk for poor educational achievement. With the help of caring adults, these children can overcome barriers and achieve academic success. The purpose of this phenomenological qualitative study was to explore the educational experience of students in foster care through the perspective and expectations of multiple stakeholders and to investigate the role that stakeholders play in the educational achievement of foster children. This qualitative study gained insight into the perspective that stakeholders have of the educational experience of foster children. In addition, this study investigated the expectations that stakeholders have of the educational achievement of foster children. Adult stakeholders0́4including foster parents, caseworkers, and school officials0́4are important for children in foster care as they serve as advocates and as a source of consistent educational support. The participants in the study included three certified foster parents, three caseworkers and four school officials who have all had contact with school-age foster children. Through the use of open-ended interview questions, the researcher gained insight into the perspective that stakeholders have of the educational experiences of foster children in their care, as well as the expectations they have for the academic achievement of the foster child. The study identified seven themes0́4including trauma, relationships, impactful people, established habits, communication, realistic expectations, and motivation0́4that stakeholders believe contribute to the academic successes and failures of children in foster care. The theoretical framework selected to better understand the stakeholders' perceptions and expectations of the achievement of foster children, and their role in impacting foster children's educational experiences, was Bronfenbrenner's Ecological Model (1979). Limitations, recommendations for future studies, and implications for practice were also discussed.

Supporting Social, Emotional, and Academic Development

Author : Camille A. Farrington
Publisher : Consortium on Chicago School Research
ISBN 13 : 9780999550922
Total Pages : 44 pages
Book Rating : 4.5/5 (59 download)

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Book Synopsis Supporting Social, Emotional, and Academic Development by : Camille A. Farrington

Download or read book Supporting Social, Emotional, and Academic Development written by Camille A. Farrington and published by Consortium on Chicago School Research. This book was released on 2018-10-19 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research synthesis is designed to help teachers and principals support equitable outcomes for all students. It suggests ways teachers, administrators, and school support personnel can use insights from research to create Pre-K-12 schools and classrooms that advance educational equity.The synthesis brings together the UChicago Consortium's ground-breaking research on the influence of school climate on student achievement, the importance of mindsets and developmental experiences, as well as other leading education research. It draws attention to the critical role of engagement and mindsets in student success; how teachers and administrators can create strong school climates that support students and engage families as partners; and how responsive classrooms can enable all students to have strong academic engagement.

California Preschool Learning Foundations: Visual and performing arts. Physical development. Health

Author : Faye Ong
Publisher :
ISBN 13 :
Total Pages : 132 pages
Book Rating : 4.:/5 (318 download)

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Book Synopsis California Preschool Learning Foundations: Visual and performing arts. Physical development. Health by : Faye Ong

Download or read book California Preschool Learning Foundations: Visual and performing arts. Physical development. Health written by Faye Ong and published by . This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Preventing Bullying Through Science, Policy, and Practice

Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
ISBN 13 : 030944070X
Total Pages : 362 pages
Book Rating : 4.3/5 (94 download)

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Book Synopsis Preventing Bullying Through Science, Policy, and Practice by : National Academies of Sciences, Engineering, and Medicine

Download or read book Preventing Bullying Through Science, Policy, and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Noncognitive Skills in the Classroom

Author : Jeffrey A. Rosen
Publisher : RTI Press
ISBN 13 : 1934831026
Total Pages : 216 pages
Book Rating : 4.9/5 (348 download)

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Book Synopsis Noncognitive Skills in the Classroom by : Jeffrey A. Rosen

Download or read book Noncognitive Skills in the Classroom written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2010-09-27 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.

Communities in Action

Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
ISBN 13 : 0309452961
Total Pages : 583 pages
Book Rating : 4.3/5 (94 download)

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Book Synopsis Communities in Action by : National Academies of Sciences, Engineering, and Medicine

Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.

Teachers' Experiences with Students who Live in Foster Care

Author : Keilah Stevens
Publisher :
ISBN 13 :
Total Pages : 77 pages
Book Rating : 4.:/5 (9 download)

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Book Synopsis Teachers' Experiences with Students who Live in Foster Care by : Keilah Stevens

Download or read book Teachers' Experiences with Students who Live in Foster Care written by Keilah Stevens and published by . This book was released on 2014 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who live in foster care are an educationally vulnerable population. They often experience academic challenges, emotional instability, and behavioral difficulties. Classroom teachers who instruct these children often feel under-informed and unsupported in serving the needs of foster students. The present study examined how teachers are informed of a student's foster care status, the supports and services available to teachers in working with children, and the supports and services teachers feel they need in order to provide an appropriate education to this population. Ten teachers were interviewed to gain insight into their experiences educating foster children. Results indicated there is inconsistency in how teachers are informed of a child's foster care status and that teachers are dissatisfied with the lack of background information provided regarding a child's foster care status. Participants reported feeling supported by the school when designing and implementing behavioral interventions, however many expressed a need for more collaboration among the school, home, and social service agency. Suggestions are made for school systems and social service agencies to provide more information, training, and collaboration to teachers of students who live in foster care.