68,805 research outputs found
Helping Public Housing Residents Find and Keep Jobs: A Guide for Practitioners Based on the Jobs-Plus Demonstration
This guide contains practical advice on implementing a program model -- known as the Jobs-Plus Community Initiative for Public Housing Families (Jobs-Plus) -- aimed at helping public housing residents find and keep jobs. The most rigorously evaluated employment program initiative ever tried in public housing, Jobs-Plus has shown strong potential for improving the employment outlooks of low-income workers and job-seekers. The guide draws on the experiences of six programs based in housing projects around the country that took part in MDRC's national Jobs-Plus demonstration
Social Impact Bonds: Overview and Considerations
One of the hottest topics in human services is "pay-for-success" approaches to government contracting. In this era of tight budgets and increased skepticism about the effectiveness of government-funded programs, the idea that the government could pay only for proven results has a broad appeal. And those who have identified prevention-focused models that have the potential to improve long-term outcomes and save the government money are deeply frustrated that they have been unable to attract the funding needed to take these programs to scale. Some advocates for expanded prevention efforts are confident that these programs could thrive under pay for success and see such an approach as a way to break out of the harmful cycle where what limited funds are available must be used to provide services for those who are already in crisis, and there are rarely sufficient funds to pay for prevention
Neglect matters: a multi-agency guide for professionals working together on behalf of teenagers
Neglect matters: a multi-agency guide for professionals working together on behalf of teenager
Special Libraries, April 1969
Volume 60, Issue 4https://scholarworks.sjsu.edu/sla_sl_1969/1003/thumbnail.jp
Affect: knowledge, communication, creativity and emotion
Concerns about emotional well-being have recently become the focus of social policy, particularly in education settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy and assessment, but also in redefining fundamentally what it is to âknowâ. Our report charts the creation of what we call an âemotional epistemologyâ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.This document has been commissioned as part of the UK Department for Children, Schools and Familiesâ Beyond Current Horizons project, led by Futurelab. The views expressed do not represent the policy of any Government or organisation
Investigating the role of language in children's early educational outcomes
Most children develop speech and language skills effortlessly, but some are slow to develop these skills and then go on to struggle with literacy and academic skills throughout their schooling. It is the first few years of life that are critical to their subsequent performance.\ud
This project looks at what we know about the early communication environment in a childâs first two years of life, and the role this plays in preparing children for school using data from a large longitudinal survey of young people (ALSPAC - the Avon Longitudinal Study of Parents and Children).\ud
It examines the characteristics of the environment in which children learn to communicate (such as activities undertaken with children, the motherâs attitude towards her baby, and the wider support available to the family) and the extent to which this affects a childâs readiness for school entry (defined as their early language, reading, writing, and maths skills that they need in school).\ud
\ud
Key Findings:\ud
â˘\ud
There is a strong association between a childâs social background and their readiness for school as measured by their scores on school entry assessments covering language, reading, maths and writing.\ud
â˘\ud
Language development at the age of 2 years predicts childrenâs performance on entry to primary school. Childrenâs understanding and use of vocabulary and their use of two or three word sentences at 2 years is very strongly associated with their performance on entering primary school.\ud
â˘\ud
The childrenâs communication environment influences language development. The number of books available to the child, the frequency of visits to the library, parents teaching a range of activities, the number of toys available, and attendance at pre-school, are all important predictors of the childâs expressive vocabulary at 2 years. The amount of television on in the home is also a predictor; as this time increased, so the childâs score at school entry decreased.\ud
â˘\ud
The communication environment is a more dominant predictor of early language than social background. In the early stages of language development, it is the particular aspects of a childâs communication environment that are associated with language acquisition rather than the broader socio-economic context of the family.\ud
â˘\ud
The childâs language and their communication environment influence the childâs performance at school entry in addition to their social background. Childrenâs success at school is governed not only by their social background; the childâs communication environment\ud
before their second birthday and their language at the age of two years also have a strong influence
- âŚ