Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
Running Head HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING HO.docxcharisellington63520
Running Head: HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING
HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING 6
Home schooling Versus Traditional Schooling
Name
Institution
Home schooling Versus Traditional SchoolingAbstract
This research paper examines the difference between home schooling verses traditional schooling. It also unearths the deep rooted education concepts that brought about homeschooling. The study then describes why the number of parents choosing homeschooling as an educational option for their children is on the rise. This shift in educational options has in turn led to an increase in the popularity of home schooling. The paper will through analyses of the research, examine the causes of the current popular trends.
Children who are homeschooled are distinctively different from those who are traditionally schooled. This research paper shows that the level of success for children who are homeschooled gives a good agent for the home schooling type of education. Through research studies, this research paper will address other concerns which have been raised over time regarding success homeschooling. These concerns raised against home schooling are parental education levels and socialization, but research has proven that homeschooling as a form of education is very viable.
Table of Contents
Abstract 2
Discussion 4
Homeschooling 4
The advantages of homeschooling 5
Excellent education 5
Educational Freedom 5
Physical Freedom 6
Emotional Freedom 6
Religious Freedom 6
Closer Family Relationships. 6
Stability During Difficult Times. 7
Well-Rested Kids 7
Integrated and consistent education 8
No Busywork. 8
Disadvantages of homeschool 9
Academic achievement 10
Getting results 11
Socialization of Home schooled Students 11
Two major issues emerged as of significance in this study. 11
College for Home Schooled Students 12
Conclusion 16
References 17
Discussion
There are options for parents when deciding on their children's education. In order to make a worthy educational decision, parents need to understand the facts that surround the options they have and the implications that accompany their decisions. Although there is no research clearly showing which option is more beneficial to students, an argument for traditional schooling is that parents will always reap the fruits of traditional schooling each and every day (McGrath, 2000). Children who are homeschooled are socially deprived and backward is a key argument raised by those who are opposed to homeschooling. A contrast to their argument, research gives the opposite. It shows that children who are homeschooled are in a better position socially (Taylor, 2001). Both homeschooling of children and traditionally schooling obviously has positive views.Homeschooling
Homeschooling is becoming more popular every day, with a growth rate of 7 to 15 percent per year. There are about two million children currently learning at home. Homes.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
ASHWINI KUMAR UPADHYAY v/s Union of India.pptxshweeta209
transfer of the P.I.L filed by lawyer Ashwini Kumar Upadhyay in Delhi High Court to Supreme Court.
on the issue of UNIFORM MARRIAGE AGE of men and women.
WINDING UP of COMPANY, Modes of DissolutionKHURRAMWALI
Winding up, also known as liquidation, refers to the legal and financial process of dissolving a company. It involves ceasing operations, selling assets, settling debts, and ultimately removing the company from the official business registry.
Here's a breakdown of the key aspects of winding up:
Reasons for Winding Up:
Insolvency: This is the most common reason, where the company cannot pay its debts. Creditors may initiate a compulsory winding up to recover their dues.
Voluntary Closure: The owners may decide to close the company due to reasons like reaching business goals, facing losses, or merging with another company.
Deadlock: If shareholders or directors cannot agree on how to run the company, a court may order a winding up.
Types of Winding Up:
Voluntary Winding Up: This is initiated by the company's shareholders through a resolution passed by a majority vote. There are two main types:
Members' Voluntary Winding Up: The company is solvent (has enough assets to pay off its debts) and shareholders will receive any remaining assets after debts are settled.
Creditors' Voluntary Winding Up: The company is insolvent and creditors will be prioritized in receiving payment from the sale of assets.
Compulsory Winding Up: This is initiated by a court order, typically at the request of creditors, government agencies, or even by the company itself if it's insolvent.
Process of Winding Up:
Appointment of Liquidator: A qualified professional is appointed to oversee the winding-up process. They are responsible for selling assets, paying off debts, and distributing any remaining funds.
Cease Trading: The company stops its regular business operations.
Notification of Creditors: Creditors are informed about the winding up and invited to submit their claims.
Sale of Assets: The company's assets are sold to generate cash to pay off creditors.
Payment of Debts: Creditors are paid according to a set order of priority, with secured creditors receiving payment before unsecured creditors.
Distribution to Shareholders: If there are any remaining funds after all debts are settled, they are distributed to shareholders according to their ownership stake.
Dissolution: Once all claims are settled and distributions made, the company is officially dissolved and removed from the business register.
Impact of Winding Up:
Employees: Employees will likely lose their jobs during the winding-up process.
Creditors: Creditors may not recover their debts in full, especially if the company is insolvent.
Shareholders: Shareholders may not receive any payout if the company's debts exceed its assets.
Winding up is a complex legal and financial process that can have significant consequences for all parties involved. It's important to seek professional legal and financial advice when considering winding up a company.
Responsibilities of the office bearers while registering multi-state cooperat...Finlaw Consultancy Pvt Ltd
Introduction-
The process of register multi-state cooperative society in India is governed by the Multi-State Co-operative Societies Act, 2002. This process requires the office bearers to undertake several crucial responsibilities to ensure compliance with legal and regulatory frameworks. The key office bearers typically include the President, Secretary, and Treasurer, along with other elected members of the managing committee. Their responsibilities encompass administrative, legal, and financial duties essential for the successful registration and operation of the society.
How to Obtain Permanent Residency in the NetherlandsBridgeWest.eu
You can rely on our assistance if you are ready to apply for permanent residency. Find out more at: https://immigration-netherlands.com/obtain-a-permanent-residence-permit-in-the-netherlands/.
A "File Trademark" is a legal term referring to the registration of a unique symbol, logo, or name used to identify and distinguish products or services. This process provides legal protection, granting exclusive rights to the trademark owner, and helps prevent unauthorized use by competitors.
Visit Now: https://www.tumblr.com/trademark-quick/751620857551634432/ensure-legal-protection-file-your-trademark-with?source=share
DNA Testing in Civil and Criminal Matters.pptxpatrons legal
Get insights into DNA testing and its application in civil and criminal matters. Find out how it contributes to fair and accurate legal proceedings. For more information: https://www.patronslegal.com/criminal-litigation.html
RIGHTS OF VICTIM EDITED PRESENTATION(SAIF JAVED).pptxOmGod1
Victims of crime have a range of rights designed to ensure their protection, support, and participation in the justice system. These rights include the right to be treated with dignity and respect, the right to be informed about the progress of their case, and the right to be heard during legal proceedings. Victims are entitled to protection from intimidation and harm, access to support services such as counseling and medical care, and the right to restitution from the offender. Additionally, many jurisdictions provide victims with the right to participate in parole hearings and the right to privacy to protect their personal information from public disclosure. These rights aim to acknowledge the impact of crime on victims and to provide them with the necessary resources and involvement in the judicial process.
Military Commissions details LtCol Thomas Jasper as Detailed Defense CounselThomas (Tom) Jasper
Military Commissions Trial Judiciary, Guantanamo Bay, Cuba. Notice of the Chief Defense Counsel's detailing of LtCol Thomas F. Jasper, Jr. USMC, as Detailed Defense Counsel for Abd Al Hadi Al-Iraqi on 6 August 2014 in the case of United States v. Hadi al Iraqi (10026)
ALL EYES ON RAFAH BUT WHY Explain more.pdf46adnanshahzad
All eyes on Rafah: But why?. The Rafah border crossing, a crucial point between Egypt and the Gaza Strip, often finds itself at the center of global attention. As we explore the significance of Rafah, we’ll uncover why all eyes are on Rafah and the complexities surrounding this pivotal region.
INTRODUCTION
What makes Rafah so significant that it captures global attention? The phrase ‘All eyes are on Rafah’ resonates not just with those in the region but with people worldwide who recognize its strategic, humanitarian, and political importance. In this guide, we will delve into the factors that make Rafah a focal point for international interest, examining its historical context, humanitarian challenges, and political dimensions.
1. Association for Supervision and Curriculum Development
www.ascd.org
EDUCATING THE
WHOLE CHILD
M A K I N G T H E C A S E F O R
2. 2
Making the Case for Educating the Whole Child
2
The 21st Century Imperative
We live in a global economy that requires our students to be prepared to think both
critically and creatively, evaluate massive amounts of information, solve complex
problems, and communicate well. A strong foundation in reading, writing, math, and other core
subjects is still as important as ever, yet by itself is insufficient for lifelong success.
For too long, we have committed to time structures, coursework, instructional methods, and
assessments designed more than a century ago. Our current definition of student success is too
narrow. It is time to put students first, align resources to students’ multiple needs, and advocate
for a more balanced approach.
What works best for children? What must we all—educators, families, policymakers, and
community members—do to ensure their success? Answering those questions pushes us to
redefine what a successful learner is and how we measure success. A child who enters school
healthy and feels safe is ready to learn. A student who feels connected to school is more likely
to stay in school. All students who have access to challenging and engaging academic programs
are better prepared for further education, work, and civic life. These components must work
together, not in isolation. That is the goal of whole child education.
The demands of the 21st century require a new approach to education policy and practice—
a whole child approach to learning, teaching, and community engagement. Measuring academic
achievement is important and necessary; no one is arguing otherwise. But if we fail to move
beyond a narrow curriculum and accountability system, we will have failed to adequately prepare
children for their futures.
ASCD—in partnership with state and local leaders—is helping schools, districts, and
communities across the country move from a vision for educating the whole child to action.
States and school districts are adopting policies and practices to better educate the whole child,
but we can do more. This publication makes the case for why we need to educate the whole
child and provides clear examples of how it’s taking place.
To find out more and to help educate the whole child, visit www.wholechildeducation.org.
3. 3
Making the Case for Educating the Whole Child
Each student enters
school healthy and
learns about and
practices a healthy
lifestyle.
Each student learns
in an environment
that is physically and
emotionally safe for
students and adults.
Each student has
access to
personalized learning
and is supported
by qualified, caring
adults.
Each student is
actively engaged
in learning and is
connected to the
school and broader
community.
www.ascd.org
ASCD’s Whole Child Tenets
Each student
is challenged
academically and
prepared for success in
college or further study
and for employment and
participation in a global
environment.
4. 4
Making the Case for Educating the Whole Child
HEALTHY
Students Must Be
Research confirms that students do bet-
ter in school when they are emotion-
ally and physically healthy. They miss fewer
classes, are less likely to engage in risky or
antisocial behavior, concentrate more, and
achieve higher test scores. Unfortunately, too
many students go to class in less than opti-
mal health.
What the Data Tell Us
• Regular physical activity can improve the
health and quality of life of people of all ages
(HealthyPeople.gov, n.d.); however, only 17
percent of high school students currently
meet the recommended daily amount (Eaton
et al., 2010).
• Over the past three decades, childhood
obesity rates in the United States have tri-
pled. Today nearly one third of U.S. chil-
dren are overweight (U.S. Centers for
Disease Control and Prevention, 2008),
and almost 17 percent of children and
adolescents are obese (Ogden, Carroll,
Kit, & Flegal, 2012).
• Research shows that one of five
children and adolescents experiences
symptoms of a mental health illness
(Eaton et al., 2010), and as many as
80 percent may go untreated (Breslau,
2010). Children and adolescents with
mental disorders are at much greater risk for
dropping out of school and suffering long-
term impairments (Breslau, 2010).
• Research shows that programs offering
breakfast at no cost to all children, regardless
of income, during the first part of the school
day dramatically increase student participa-
tion in school breakfast (Food Research and
Action Center, 2009). However, only 9.7 mil-
lion of the 20 million low-income students
who are eligible for a school breakfast receive
it (Share our Strength, 2012).
• Improved health can also improve atten-
dance at school. Higher rates of absenteeism
have been reported for those students who
are overweight; suffer from asthma; or have
poor health status, diet, or lack of sleep.
Studies have also shown that health-related
absenteeism can be reversed by increasing
access to services and increasing physical
activity. (Basch, 2010)
5. 5
Making the Case for Educating the Whole Child
Case In Point . . .
Community Collaborations
Promote Healthy Lifestyles
Among Students
Batesville Community School Corporation,
a school district in Batesville, Ind., promotes
a strong emphasis on health and boosts this
with collaborations in its local community.
Batesville, an ASCD Healthy School
Communities mentor site, has established
multiple links between the school district and
local community.
Through the local hospital and the local
Food and Growers Association, the school
has been able to improve cafeteria food
offerings and expose students to more fruits
and vegetables. This is complimented by
ventures with local organizations to increase
physical activity and improve health across
the community, including the Presidential
Challenge for Families, Indiana Mini-Marathon
Team Batesville, Active For Life, and the
development of a School Garden.
These efforts to improve physical activity and
nutrition and provide safe places for students
to socialize have resulted in healthier students
and a safe, connected community.
Health and Wellness Are
Key to School Success
Hilton Head Island Elementary (HHIE), an
International Baccalaureate World School
located in South Carolina, was awarded the
South Carolina ASCD Whole Child Award
for its efforts in promoting wellness and
healthy choices in students and staff.
The school’s Healthy Choices–Eat Smart/
Move More program has changed the
cafeteria menu to include more appetizing
and healthy food choices for the school
community. The school food service
company is helping the school in these
efforts by offering more student-choice
entrees, vegetarian trays, and healthy snacks
and using more appetizing preparations for
the diverse student population.
Additionally, the faculty at HHIE are
working with experts to develop curriculum
in gardening and nutritional awareness. The
health and well-being behaviors HHIE
students are learning now prepare
them well to take charge of their own
health and well-being in the future.
6. 6
Making the Case for Educating the Whole Child
SAFE
Students Must Be
Feeling safe at school translates into
higher academic achievement,
increased student well-being, and greater
engagement, according to numerous
studies. Children who don’t feel safe
can’t concentrate on their studies, don’t
connect with their classmates, or don’t go
to school at all.
What the Data Tell Us
• Students engaged in school-based social
and emotional learning attained higher
grades and scored 11 percentile points
higher on academic achievement tests
than peers who did not engage in such
learning (Collaborative for Academic,
Social and Emotional Learning, 2008).
• Victims of crime or violence at school are likely
to experience loneliness, depression, and adjust-
ment difficulties, and they are more prone to
truancy, poor academic performance, dropping out
of school, and violent behaviors (Robers, Zhang,
Truman, & Snyder, 2010).
• Twenty percent of youth report being bullied on
school grounds in the past 12 months (Eaton et al.,
2012), and nearly 6 percent of students skipped
school at least once in the past 30 days because of
concerns for their own safety (Eaton et al., 2012).
• Eight out of 10 lesbian, gay, bisexual, or trans-
gender students report being verbally harassed, and
more than one-third were physically harassed in
the past 12 months (Kosciw, Greytak, Bartkiewicz,
Boesen, & Palmer, 2012).
7. 7
School Creates Safe,
Supportive “Family”
Named a 2011 National School of Character
by whole child partner the Character
Education Partnership, Roosevelt Primary
School in Ferndale, Mich., is committed
to providing a successful, appropriate
foundation to educate all children. The
school has created a caring community—
or, as staff and parents would say, a family.
Principal Dina Rocheleau says, “My staff is
so committed to making this work, and they
have such a connection with each other.
Even when they have a conflict with one
another, they know how to resolve it.”
Under the guidance of this principal, staff
created classroom climates that teach
children essential values. They moved to
a relation-based approach that focuses on
love, safety, and the whole child.
Making the Case for Educating the Whole Child
Case In Point . . .
New Jersey’s Safe and
Civil Schools Initiative
State education leaders in New Jersey
are committed to making sure students
entering public school feel safe, engaged,
and connected. They want students to
see school as a place where they can
learn and contribute to the world around
them. To accomplish this, students receive
coordinated and continuous support to
strengthen their social and emotional skills
and enhance positive character traits.
The intent is to reduce substance abuse
and bullying, develop positive learning
environments, and improve students’
academic performance.
Preliminary results highlight that the
initiative has a significant effect on reducing
suspensions and violence and has shown to
be effective in developing a positive climate,
even in difficult school contexts (M. J. Elias,
personal communication, 2012).
8. 8
Making the Case for Educating the Whole Child
ENGAGED
Students Must Be
claimed that the material being taught was
the main reason for their boredom; 81
percent thought their subject material was
uninteresting, while two out of three students
found that the material lacked relevance.
(Yazzie-Mintz, 2010)
• In 2009, only 75 percent of U.S. public
high school diploma recipients graduated on
time, indicating that one quarter of public
high school students either did not gradu-
ate on time, received alternative completion
certification, or dropped out (Stillwell, 2010;
America’s Promise, 2012).
• As students age, their level of school
engagement tends to decrease—from a peak
in elementary school through a significant dip
in middle and early high school to a slight
increase in later high school (Lopez, 2010).
To learn at their best, students must be
engaged and motivated. Substantial
research shows that students who feel both
valued by adults and a part of their schools
perform better academically and also have
more positive social attitudes, values,
and behavior. Plus, they are less likely to
engage in drug use, violence, or sexual
activity. After-school programs can promote
academic achievement, but their success
requires targeted investment, stakeholder
commitments, focused academic support,
quality programming, and a process
of continual improvement.
What the Data Tell Us
• 66 percent of surveyed students reported
being bored in every class or at least every
day in school. Of these students, 98 percent
9. 9
Making the Case for Educating the Whole Child
The school uses data-benchmarking systems
to regularly monitor student achievement
and provide differentiated instruction to
support learning for all to provide the most
engaging learning environment for each
student. In addition the school provides a
Child Enrichment Program, which offers
after-school activities—including karate,
drama, art, yoga, global celebrations,
basketball, scrapbooking, mad science,
chorus, cartooning, and a cooking club—to
engage students’ interests and talents.
Students who need extra support are
referred to a Target Team that offers
additional “check-in, check-out” services,
social skills training, and in-school
counseling or wrap-around services for
the family. Close links back into the
local community provide cohesion and a
supportive setting for the school and its
students.
It Takes a Village
One of the key factors that strengthens student,
staff, and family engagement at Westside Village
Magnet School, in Bend, Ore., is relationships.
At Westside Village, all stakeholders are
endowed with a sense of belonging and find
space to collaborate to support an inclusive and
democratic learning environment that meets the
individual needs of each child.
With a well-rounded, hands-on curriculum
that is integrated with the arts, health and
wellness, civics, and outdoor “adventure
learning,” students have not only achieved high
test scores, but they have also learned to be
advocates for their own learning needs.
Each year West Village students’ passions and
personal learning goals—whether they are
environmental, social, or local issues—are
integrated directly into the curriculum.
Engaged Learning
Community Creates Safe,
Supportive, Challenging
Environment for Students
Ashton Elementary School, located in
Cumberland, R.I., was the winner of the Rhode
Island ASCD Whole Child Award for developing
engaging and meaningful learning opportunities
for its K–5 students, parents, and teachers.
Case In Point . . .
10. 10
Making the Case for Educating the Whole Child
SUPPORTED
Students Must Be
In addition to improving students’
academic performance, research shows
that supportive schools also help prevent
a host of negative consequences, including
isolation, violent behavior, dropping out of
school, and suicide. Central to a supportive
school are teachers, administrators, and
other caring adults who take a personal
interest in each student and in the success
of each student.
What the Data Tell Us
• Learning environments that focus on
caring student-teacher relationships,
students’ social and emotional needs, and
high expectations result in students who
perform better academically; are more likely
to attend school; and have significantly
lower rates of emotional distress,
violence, delinquency, substance
abuse, and sexual activity
(Collaborative for Academic, Social and
Emotional Learning, 2008).
• When asked to identify words or phrases
that best described the teacher who had the
most positive influence in their life, people in
the United States responded with the word
caring, followed by encouraging, interesting,
personable, and of high-quality (Bushaw &
Lopez, 2010).
• A student-counselor ratio of 250 to
1 is recommended by the American
School Counselor Association, though the
nationwide average is 471 to 1 (American
School Counselor Association, 2012).
• Of students who have considered dropping
out, 16 percent identified “No adults in
the school cared about me” as a reason for
thinking about dropping out, and 9 percent
of the respondents stated that “Adults in
the school encouraged me to drop out”
(Yazzie-Mintz, 2010).
11. 11
Making the Case for Educating the Whole Child
relationships, and demonstrate decision
making and responsible behaviors for success
in school and life. Research indicates that
this improves students’ social and emotional
development, readiness to learn, classroom
behavior, and academic performance.
New York and California have policies for
social and emotional learning, and large
school districts like Anchorage, Alaska;
Austin, Tex.; Chicago, Ill.; Cleveland,
Ohio; Nashville, Tenn.; Oakland, Calif.;
Sacramento, Calif.; and Washoe County,
Nev., are implementing social and emotional
learning strategies districtwide.
Learning by Doing, Part of
a Real-World Curriculum
A personalized and nurturing learning
experience for all students is the foundational
goal at Quest Early College High School, in
Humble, Tex., winner of the 2011 Vision in
Action: The ASCD Whole Child Award.
Through community partnerships and
collaborations, students learn by doing by
taking part in service learning, internships,
and social actions that allow them to
understand the relevance of what they
learn. Students take ownership of their own
learning by designing their own physical
fitness goals and activities, beginning college
coursework while in high school that can
earn them up to 60 college credits, and
designing their own senior capstone research
projects that reflect a social issue that has
personal meaning.
States and Districts
Embrace Social and
Emotional Learning
Illinois was the first state to adopt learning
standards in social and emotional learning.
Social and emotional learning helps children
develop awareness of their emotions and
better manage them, set and achieve personal
and academic goals, use social-awareness
and interpersonal skills to maintain positive
Case In Point . . .
12. 12
Making the Case for Educating the Whole Child
CHALLENGED
Students Must Be
To succeed in college, other
postsecondary education, and the
workplace, students need higher-level
thinking, communications, and problem-
solving skills as well as knowledge of the
world and its people. These are all products
of a curriculum that challenges students to
work harder as they investigate a wide range
of real-world subjects. What’s more, our
high school graduates who pursue college
must be adequately prepared, yet too many
are taking remedial courses, which raises
deep concerns about the value of their high
school diplomas.
What the Data Tell Us
• Of all students at public four-year colleges
and universities, 29 percent have enrolled
in a remedial class. A 2008
survey of remedial students
shows that nearly four out
of five had high school
grade point averages of
3.0 or higher. (Strong
American Schools,
2008)
• Of high school
students who have
considered drop-
ping out, 13 per-
cent indicate that
their reason for
doing so was because the work was too easy.
Nearly 50 percent of high school students
indicate that they are not challenged in most
of their classes. (Yazzie-Mintz, 2010)
• The growing consensus for raising expecta-
tions spurred the state-led Common Core
State Standards Initiative, through which 44
states and the District of Columbia adopted
K–12 college- and career-ready, internation-
ally benchmarked standards. Nearly every
other state is considering adopting the stan-
dards this year or has developed, in consul-
tation with its postsecondary and employer
community, its own college- and career-ready
standards (Achieve, 2011).
• More than 80 percent of Americans believe
that high school graduates should
be college- and career-ready,
but less than 50 percent believe
they actually are (Bushaw &
Lopez, 2010). In fact, a full
23 percent of high school
graduates who take the
Armed Forces Qualification
Test fail to achieve a qualify-
ing score (Theokas, 2010).
13. 13
Making the Case for Educating the Whole Child
Underserved Students
Realize Dreams of
College
Bronx Preparatory Charter School in New
York prepares underserved middle and high
school students for higher education, civic
involvement, and lifelong success by holding
high expectations and providing a caring,
structured environment.
College is integrated into every aspect
at Bronx Prep, with rooms named after
colleges and universities and teachers
constantly referring to students’ future
higher education. Consistent science, social
studies, physical education, and artistic
block scheduling provide a well-rounded
education. Middle and high school students
spend one hour a day, four days a week
participating in classes such as piano, violin,
dance, and drama. To graduate from Bronx
Prep, students must receive acceptance to
college. One hundred percent of the school’s
first three high school graduating classes
were admitted to four-year colleges.
The school’s 700 students in grades 5–12
spend 50 percent more time in school than
their peers in traditional public schools.
Middle school students are introduced to
high school-level content in 8th grade, and
during the 11th and 12th grades, students
can take college-level courses.
Schools of Promise:
Meeting 21st Century
Challenges
In Seattle, Wash., the school district turned
one of its biggest challenges into one of
its greatest assets: a school reflecting the
many languages spoken by students in its
community. The John Stanford International
School, named for the superintendent who
led the school’s vision, focuses on language
and culture to prepare students for success.
Learning a second language and gaining a
global perspective are the school’s hallmarks.
The staff is committed to helping students
achieve academic excellence in reading,
writing, math, and other core subjects,
including the arts, health, and fitness. The
results are impressive: Stanford students
outperform their peers in reading, writing,
math, and science, according to results on
2008–09 statewide assessments.
Case In Point . . .
14. 14
Making the Case for Educating the Whole Child
14
Policy Recommendations
ASCD Whole Child
ASCD’s Whole Child Initiative is an association-wide effort to change the conversation
about education from a focus on narrowly defined academic achievement to one that
encompasses a broader definition of accountability. From its inception, the Whole Child
Initiative has pursued three goals:
• Increase awareness and understanding among educators, families, policymakers, and
local community members about a whole child approach to learning.
• Promote engagement between and among our members, our partners, and whole child
supporters.
• Advocate action at local, state, and national levels that advances a whole child
approach to learning.
The following recommendations comprise the policy
agenda for the Whole Child Initiative. They focus on state-
level institutions and policies because states hold the authority
and leverage to effect significant change. Many states have
made tremendous strides toward implementing these
recommendations; we hope that others will follow.
These recommendations recognize both the need for
enhanced core academic standards and a different infrastructure
supporting the education system. The institutions and agencies
that affect young people and their families must find ways to
better coordinate their resources and services.
Recommendations
1. Establish a statewide commission in each state to ensure policies and
practices that support the whole child. These blue ribbon commissions
on the whole child would be comprised of key leaders from business,
policy, education, social services, health and recreation, public safety, and
the arts.
2. Align and coordinate services, resources, and data across state agencies
that serve children.
3. Publish an annual state report card that measures the health, safety, and
education of children and families.
15. 15
Making the Case for Educating the Whole Child
Achieve. (2011, February). Closing the expecta-
tions gap: Sixth annual 50-state progress report
on the alignment of high school policies with the
demands of college and careers. Washington, DC:
Author. Retrieved from http://www.achieve.org/
ClosingtheExpectationsGap2011
American School Counselor Association.
(2012). Student-to-school-counselor ratio 2010–
2011. Retrieved from http://www.school
counselor.org/files/Ratios10-11.pdf
Basch, C. E. (2010, March). Healthier students
are better learners: A missing link in school
reforms to close the achievement gap. Equity
Matters, 6.
Breslau, J. (2010, March). Health in childhood
and adolescence and high school dropout: Califor-
nia dropout research project #17. Santa Barbara,
CA: University of California. Retrieved from
http://cdrp.ucsb.edu/dropouts/download
.php?file=researchreport17.pdf
Brown, J. L., Beardslee, W. H., Prothrow-
Stith, D. (2008). Impact of school breakfast on
children’s learning and health: An analysis of the
scientific research. Gaithersburg, MD: Sodexo
Foundation.
Bushaw, W. J., Lopez, S. J. (2010, Septem-
ber). A time for change: The 42nd annual
Phi Delta Kappa/Gallup poll of the public’s
attitudes toward the public schools. Kappan
Magazine, 92(1), 9–26. Retrieved from
http://www.pdkintl.org/kappan/docs/2010_
Poll_Report.pdf
Collaborative for Academic, Social and Emo-
tional Learning. (2008). Social and emotional
learning and student benefits: Implications for the
safe schools/healthy students core elements.
Chicago: Author. Retrieved from http://
www.casel.org/downloads/EDC_CASELSEL
ResearchBrief.pdf
Eaton, D. K., Kann, L., Kinchen, S., Shanklin,
S., Flint, K. H., Harris, W. A., . . . Wechsler,
H. (2012). Youth risk behavior surveillance—
United States, 2011. Morbidity and Mortality
Weekly Report, 61(4). Retrieved from http://
www.cdc.gov/mmwr/pdf/ss/ss6104.pdf
Eaton, D. K., Kann, L., Kinchen, S., Shank-
lin, S., Ross, J., Hawkins, J., . . . Chyen, D.
(2010, June). Youth risk behavior surveillance
- United States, 2009. Morbidity and Mortality
Weekly Report, 59(SS-5). Retrieved from
http://www.cdc.gov/mmwr/pdf/ss/ss5905.pdf
Food Research and Action Center. (2009).
Child nutrition fact sheet: School breakfast
program. Retrieved from http://frac.org/
wp-content/uploads/2009/09/cnsbp.pdf
HealthyPeople.gov. (n.d.). Physical activity.
Retrieved from http://healthypeople.gov/2020/
topicsobjectives2020/overview.aspx?topicid=33
Johnson, J., Rochkind, J. (with Ott, A. N.,
DuPont, S.). (2010). Can I get a little advice
here? How an overstretched high school guidance
system is undermining students’ college aspira-
tions. New York: Public Agenda. Retrieved
from http://www.publicagenda.org/files/pdf/
can-i-get-a-little-advice-here.pdf
Kosciw, J. G., Greytak, E. A., Bartkiewicz, M.
J., Boesen, M. J., Palmer, N. A. (2012). The
2011 national school climate survey: The experi-
ences of lesbian, gay, bisexual and transgender
youth in our nation’s schools. New York, NY: Gay
Lesbian and Straight Education Network.
Lopez, S. J. (2010). Youth readiness for the
future: A report on findings from a representa-
tive Gallup student poll sample. Washington,
DC: Gallup and America’s Promise Alliance.
Retrieved from http://www.gallupstudentpoll
.com/File/141998/Student_Poll_Report_
August_2010.pdf
Nearly three in four Americans say bullying is
a serious problem in their local schools. (n.d.).
Retrieved from http://www.publicagenda.org/
pages/bullying-2010
Ogden, C. L., Carroll, M. D., Kit, B. K.,
Flegal, K. M. (2012). Prevalence of obesity in
the United States, 2009–2010. NCHS Data
Brief, 82. Hyattsville, MD: National Center for
Health Statistics.
Robers, S., Zhang, J., Truman, J., Snyder, T.
D. (2010, November). Indicators of school crime
and safety: 2010. Retrieved from http://nces
.ed.gov/pubs2011/2011002.pdf
Share Our Strength. (2012). Hunger in our
schools: Teachers report 2012. Washington, DC:
Author. Retrieved from http://join.strength.org/
site/DocServer/2012-teacher-report-final
.pdf?docID=8901
Stillwell, R. (2010, June). Public school gradu-
ates and dropouts from the common core of data:
School year 2007–08 (NCES 2010-341).
Washington, DC: National Center for Educa-
tion Statistics, Institute of Education Sciences,
U.S. Department of Education. Retrieved from
http://nces.ed.gov/pubs2010/2010341.pdf
Strong American Schools. (2008). Diploma to
nowhere. Washington, DC: Author.
Theokas, C. (2010, December). Shut out of the
military: Today’s high school education doesn’t
mean you’re ready for today’s Army. Washington,
DC: Education Trust. Retrieved from
http://www.edtrust.org/sites/edtrust.org/files/
publications/files/ASVAB_4.pdf
U.S. Centers for Disease Control and Infection.
(2008). National health and nutrition examina-
tion survey. Atlanta, GA: Author. Ann Arbor,
MI: Inter-university Consortium for Political
and Social Research.
doi:10.3886/ICPSR25505.v3
Yazzie-Mintz, E. (2010). Charting the path from
engagement to achievement: A report on the 2009
high school survey of student engagement. Bloom-
ington, IN: Center for Evaluation Education
Policy. Retrieved from http://ceep.indiana.edu/
hssse/images/HSSSE_2010_Report.pdf
15
References