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1.
Through a rapid review drawing on pandemics and epidemics with associated school closures, this article aims to understand first, the state of the evidence on impacts of school closures on select child protection outcomes and second, how governments have responded to school closures to protect the most vulnerable children. Only 21 studies out of 6433 reviewed met the inclusion criteria, with most studies exploring the effects of Ebola. While few studies were identified on harmful practices, a more robust evidence base was identified in regards to adolescent pregnancy, with studies pointing to its increase due to the epidemic or infection control measures, including school closures. The evidence base for studies exploring the impact on violence outcomes was limited, with sexual violence and exploitation located in a few studies on Ebola. Important lessons from this exercise can be applied to the COVID-19 response, particularly the inclusion of the most vulnerable children in programming, policy and further research.  相似文献   

2.
Concern about poor school attendance and participation, particularly of Indigenous children, is a key issue in Australian education; however, strategies to address this issue have been piecemeal and have met with limited success. While much has been written about the issue of school attendance, little attention has been given to absenteeism in early childhood education or its effects at this level. Drawing on data from a longitudinal ethnographic study of Indigenous children in early childhood education in an Australian city, this paper examines the impact of intermittent attendance on the academic, social and personal wellbeing of young Aboriginal children. Explanations for non‐attendance, particularly in the non‐compulsory pre‐school, are considered, and the efficacy of current policy trends to coerce parents to deliver children to school by withholding welfare income is challenged. It is argued that because absenteeism in the Indigenous context is part of the broader complex of social exclusion and disadvantage, policy‐makers and service providers, such as the school, are presented particular challenges involving the balancing of competing principles.  相似文献   

3.
Although preschool has been shown to improve children's school readiness in many developing countries, preschool attendance in poor rural areas of China is still low. The high cost of preschool is often regarded as a major barrier to attendance. In this paper, we evaluate the impact of a one-year voucher/CCT intervention on preschool attendance and school readiness. To do so, we conducted a randomized controlled trial among 150 young children in a poor, rural county in China. Our analysis shows that the intervention, consisting of a tuition waiver and a cash transfer conditional on attendance, raised attendance by 20 percentage points (or by 35%). However, the intervention did not have measurable impact on children's school readiness. We believe that poor quality of preschool education in rural China (in terms of both teaching and facilities) contributes to our findings.  相似文献   

4.
India is close to its goal of achieving 100 % school enrolment for children in the age group of 5–16 years. However, this does not correspond with universal school attendance. Not all children who are enrolled attend school regularly. Enrolment is, at best only “nominal” for them. In this study, we examine the ‘demand’ and ‘supply’ side factors behind low attendance by drawing upon a new dataset on adolescents in India- Understanding Adults and Young Adolescents (UDAYA) for Bihar and Uttar Pradesh. Results indicate that girls and older students are more likely to be absent from school. Married girls were more likely to be absent than their unmarried peers. Engaging in unpaid work also deter children from attending school regularly, although surprisingly, there is no significant difference between children who are not working and children engaged in paid work in terms of absenteeism. Religion, affluence, and school type also have a significant influence on attendance. Surprisingly, absenteeism did not emerge to be significant when proficiency in math as a marker of academic performance is taken into consideration. Provisioning of infrastructure can be a particularly effective means towards increasing attendance, as can be the contribution of teachers when considered as positive role models.  相似文献   

5.
The positive effects of Early Childhood Programs (ECP’s) on children’s school success have been demonstrated in the literature. However, most studies were completed in the U.S.A., where ECP’s vary widely, based on differing auspice, regulation, cost, and other factors. In European countries, ECP’s are generally far more homogenous. This is particularly true for Germany where most programs are community-based Kindergartens operated under similar structural conditions.In this study, we examine the relationship between Kindergarten attendance and the 7th grade school placement of children in West Germany, differentiating associations for the children of German citizens as compared to those of immigrants. Using information from a representative population sample, the German Socio-Economic Panel (SOEP), different models were estimated. The results indicate that there is no significant relationship between Kindergarten attendance of children of German citizens and children’s later school placement. However, for children in immigrant households the reverse is true: later school placement was significantly associated with Kindergarten attendance prior to school enrollment. Additionally, the analysis showed that controlling for Kindergarten attendance changed the level of significance for other well-known “school attainment determinants,” such as father’s education and household income.  相似文献   

6.
While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.  相似文献   

7.
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention.  相似文献   

8.
Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts—born in 1958, 1970 and 2000/1—this paper profiles the family background and personal characteristics of children at state‐funded and private fee‐paying schools and then investigates the effect of the type of primary school attended on academic progress made during the primary‐school years. Applying ‘value‐added’ linear regression and propensity score‐matching techniques, we find evidence of a positive association between private primary‐school attendance and a child's cognitive progress in all three cohorts. This effect remains after accounting for a wide range of individual and family characteristics, despite the very different times and socio‐economic circumstances experienced by the children and their families in the three studies. Findings are discussed and compared against contrasting international findings.  相似文献   

9.
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured interviews, and focus groups across four of Iraq's 18 governorates (Erbil, Baghdad, Najaf and Basra). An initial scoping study collected background data through interviews, site-visits and document analysis, establishing the context and informing the design of the main study. In this paper, we provide an overview of the educational context in Iraq, data on school attendance and disability among children aged 6–18 years, and the perspectives and vision for education in Iraq verbalised by key stakeholders. This research provides insights into current patterns of school attendance, and considers some of the implications for inclusive education in Iraq. We conclude by discussing the potential for implementation of Iraqi policy initiatives to impact on the rights of disabled people within education and wider social provision.  相似文献   

10.
We study the effects of preschool attendance on children’s schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children’s literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania).  相似文献   

11.
In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n=22) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results.  相似文献   

12.
This paper uses a large nationally representative survey data to examine the impact of China's rural–urban migration on high school attendance of left-behind children by disentangling the effect of remittances from that of migration. The results show that the absence of adult household members has a negative impact on the high school attendance of left-behind children in rural areas, while the remittances can partially compensate for this loss. The effects are especially prominent for girls and those children from poor households since girls are usually disadvantaged in rural China and poor households are more likely to be liquidity-constrained.  相似文献   

13.
Just under half a million children and young people in state schools in England miss school every day. Indeed, improving school attendance has remained a key aim for successive governments. Various strategies have been adopted at both national and local levels in an attempt to tackle the persistent issue of school attendance with varying degrees of success. This study explores the effectiveness of one of those strategies – that of parental prosecutions – as a means of improving children and young people's school attendance. It reports on the effectiveness of parental prosecutions while highlighting some of the emerging patterns among a cohort of those prosecuted within one local authority during one academic year.  相似文献   

14.
This paper investigates the impact of attending early childcare on immigrant children’s cognitive outcomes. Our analysis makes use of administrative data on the entire population of students in the fifth grade collected by the Italian Institute for the Evaluation of the Educational System (INVALSI) for school years 2014/2015 to 2016/2017, matched to unique administrative records on early childcare availability at the municipal level. Our identification strategy exploits cross-sectional and time series variations in the provision of early childcare services across Italian municipalities as an instrument for individual attendance. Our results indicate that the effect of early childcare attendance differs between native and immigrant children. Estimates show a positive and significant effect on the language test scores of immigrant children, with the effect being mostly driven by children with low-educated mothers and by children who, at home, speak a language highly dissimilar to Italian. Unlike immigrants, native students are negatively impacted by early childcare attendance. Effects are stronger on math test scores for children with highly educated mothers and in municipalities with a relatively low public supply of early childcare.  相似文献   

15.
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance.  相似文献   

16.
It is of vital importance that children are educated in a safe environment. Every school needs to have a well‐developed crisis management document containing plans for prevention, intervention, and postvention. We developed the Comprehensive Crisis Plan Checklist (CCPC) to serve as a valuable tool that can be used to assist practitioners with evaluation of their school crisis management plans. To use the CCPC, school personnel should match the items on the checklist to elements in their developing or existing crisis plan to determine missing elements. By comparing a school or district crisis plan to the CCPC, practitioners or school personnel will be able to determine strengths and weaknesses of the plan as well as provide feedback for making their plans more complete and comprehensive. In this study, we describe the development of the CCPC and report on reliability data using this checklist. © 2010 Wiley Periodicals, Inc.  相似文献   

17.
It can be especially controversial when pupils are transferred to the “Hauptschule”, which is the lowest of three tracks in the German secondary school system. The acceptance of this type of school is very low for both parents and pupils. By contrast with the transfers of pupils to the high ability grammar school (“Gymnasium”), there are no recent studies on transfers to the “Hauptschule”. Analyses using data from the Bavarian partial sample in the KOALA-S study show that the discrepancy between the aspirations of parents and pupils on the one hand and the school type recommended by teachers and the pupil registrations on the other hand is particularly large when pupils are transferred to the “Hauptschule”. Discrepancies concerning transfers to the “Realschule” (intermediate track; commercial/technical secondary school) or “Gymnasium” are less severe. Unwanted attendance at the “Hauptschule” most frequently affects children from families with lower social or educational status. Analyses with an elaborated simulation procedure (counterfactual calculations) show that attendance at the “Hauptschule” mainly results from poor school achievements, whereas social selectivity due to parents decision making or transition regulations is far less important.  相似文献   

18.
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.  相似文献   

19.
The practice of informal fostering is prevalent in many developing regions of the world. Our paper investigates the effects of this practice on school attendance in Jamaica using a rotating panel data set of children constructed from the 2004, 2006, 2007, 2008, 2009, and 2010 rounds of the Jamaican Survey of Living Conditions. Using panel data allows us to deal more effectively with the problem of endogeneity by being able to control for household and child fixed effects. Our findings indicate that the effect of fostering on school attendance depends on whether the household is a beneficiary of PATH, a conditional cash transfer programme instituted by the Government of Jamaica in 2001. We find that a foster child that lives within a non-PATH household is associated with being less likely to be absent from school than a foster child who lives in a household that benefits from PATH. This is true especially for foster girls. Although the PATH programme generally appears to be linked to the improvement in school attendance of Jamaican children, the benefits of the programme may be skewed towards biological children.  相似文献   

20.
This paper examines whether incentives for parents and students can increase educational inputs, in this case, specifically, attendance. We evaluate the impact of randomly-assigned incentives for improving attendance at the summer program of a large metropolitan school district. Students were assigned to one of three experimental conditions: (1) financial incentives for parents combined with non-financial incentives for students, (2) non-financial incentives for students (no incentives for parents), and (3) control. We find that the combination of the parent and student incentives increased the daily attendance rate by 9% and the likelihood of having perfect attendance by 63%. The student-only incentives had a smaller and statistically insignificant effect on attendance. We find little evidence that these incentives affected attendance rates or standardized test scores during the regular school year following the summer program, but we do find that they increased the likelihood of re-enrolling in the district.  相似文献   

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