Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities

This review of 112 papers from 1979-2014 suggests that smaller class sizes in the first four years of school can have an important and lasting impact on student achievement, especially for children from culturally, linguistically and economically disenfranchised communities. Abstract The question of class size continues to attract the attention of educational policymakers and researchers alike. Australian politicians and their advisers, policy makers and political commentators agree that much of Australia’s increased expenditure on education in the last 30 years has been ‘wasted’ on efforts to reduce class sizes. They conclude that funding is therefore not the problem in Australian education, arguing that extra funding has not led to improved academic results. Many scholars have found serious methodological issues with the existing reviews that make claims for the lack of educational and economic utility in reducing class sizes in schools. Significantly, the research supporting the current policy advice to both state and federal ministers of education is highly selective, and based on limited studies originating from the USA. This comprehensive review of 112 papers from 1979-2014 assesses whether these conclusions about the effect of smaller class sizes still hold. The review draws on a wider range of studies, starting with Australian research, but also includes similar education systems such as England, Canada, New Zealand and non-English speaking countries of Europe. The review assesses the different measures of class size and how they affect the results, and also whether other variables such as teaching methods are taken into account. Findings suggest that smaller class sizes in the first four years of school can have an important and lasting impact on student achievement, especially for children from culturally, linguistically and economically disenfranchised communities. This is particularly true when smaller classes are combined with appropriate teacher pedagogies suited to reduced student numbers. Suggested policy recommendations involve targeted funding for specific lessons and schools, combined with professional development of teachers. These measures may help to address the inequality of schooling and ameliorate the damage done by poverty, violence, inadequate child care and other factors to our children’s learning outcomes

A developmental analysis of communication between mothers and infants with Down's syndrome

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68850/2/10.1177_027112148300300110.pd

Current, January 29, 1996

https://irl.umsl.edu/current1990s/1195/thumbnail.jp

Development of a Workshop curriculum: Ensuring culturally competent services for African Immigrants and Refugees

The purpose of this project was to develop a workshop that will help to secure culturally competent social services for African immigrant and refugee families. The framework of the workshop focused on two areas. The first is to help the workers to become culturally competent by carrying out ethnic sensitive inventory to assess their competency. Skills developed included what to do during pre-contact. during problem identification and specification, goal formation, problem solving and termination. The second area focused on how to assess the needs and strengths of African immigrant and refugee families. Culturagram and Eco-map are the two major assessment tools that are used to conduct culturally appropriate assessment. The culturagram was used to assess each individual family member\u27s need, whereas the Eco-map was used to mirror the entire family\u27s needs and strengths. Social support was also highlighted to sustain family and community support for smooth adjustment to the new culture. Ecological and dual perspectives are used to describe the important environmental constraints that impact the lives of African immigrant and refugees and to acknowledge individual and group strength to carry out a culturally competent assessment for bringing about effective change

Current, February 02, 2004

https://irl.umsl.edu/current2000s/1177/thumbnail.jp

National mapping of teacher professional learning project : final report

This report gives an account of a twelve month mapping project into the policies and practices of teacher professional learning in Australia, and provides guidelines for quality professional learning into the future. The project was funded by the former Australian Government Department of Education, Science and Training (DEST), which has since become the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The assistance of schools and school principals, statutory bodies, universities, and professional associations from around Australia is gratefully acknowledged. We acknowledge, also, the support and professional engagement of members of the ‘Mapping’ Reference Group throughout this project. Lastly, we appreciate the contribution of all those teachers, school leaders and members of non-school stakeholder bodies who completed survey questionnaires and/or participated in interviews. The views expressed in the report are those of the authors and not necessarily of DEEWR or any other individual or organisation

Annual reports of the selectmen, clerk, treasurer, tax collector, building inspector, chief of fire department, road agent, library trustees, trustees of trust funds, chief of police, fire warden, planning board, conservation commission, rural health council, recreation commission, road agent, school board, superintendent of schools of the town of Nottingham, New Hampshire for the fiscal year ended December 31, 1975.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire