Relevant bibliographies by topics / Removing child from school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Removing child from school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Removing child from school"

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Letelier S, Leonardo, and Hector Ormeño C. "Education and fiscal decentralization. The case of municipal education in Chile." Environment and Planning C: Politics and Space 36, no. 8 (2018): 1499–521. http://dx.doi.org/10.1177/2399654418761888.

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Chile implemented a radical reform in favor of decentralization at the beginning of the 1980s, with municipalities taking over the administration of public school education. The government that came to power in 2014 is committed to revert this reform, removing public schools from municipal control. Using panel data gathered between 2005 and 2013, this study shows that municipalities with greater autonomy performed better when administrating schools. Two major conclusions may be drawn. First, selective decentralization in favor of more autonomous municipalities is a better public policy approach relative to an all across the board solution. Second, since this autonomy is very unevenly distributed across municipal governments, a renewed and more effective fiscal equalization system should be established in Chile.
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MacDonald, Nancy, та Judy MacDonald. "Reflections of a Mi’kmaq social worker on a quarter of a century work in First Nations child welfare". First Peoples Child & Family Review 3, № 1 (2020): 34–45. http://dx.doi.org/10.7202/1069525ar.

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First Nations people would argue that the ‘Sixties Scoop’ of removing their children from their homes and culture never ended. First Nations children entering ‘care’ of child welfare agencies has increased significantly since the 1960s and 1970s. Storying the journey of a Mi’kmaq social worker working with a First Nations child, aspects of the child welfare system will be theoretically and historically located and critiqued from a social justice perspective. Schools of Social Work will be challenged to provide an education inclusive of decolonization, understanding the historical limitations of the child welfare system and its impact upon First Nations peoples.
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Galehouse, Pamela J. "A Child Self-Report Exemplar: Adapting Administration Procedures of the Self-Perception Profile for Children to Reduce Measurement Error." Journal of Nursing Measurement 22, no. 1 (2014): 46–58. http://dx.doi.org/10.1891/1061-3749.22.1.46.

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Background and Purpose: Child self-reports can provide unique information to researchers. When the 2-step structured format of a frequently used self-concept measure resulted in unusable data during a pilot of inner-city school children, the framework of attention and executive control was used to analyze the task and adapt administration format. Methods: A card system was substituted for the paper format and Cronbach’s alphas calculated on data obtained from 233 3rd–6th graders. Results: Complete data; alphas ranged from .58 (social competence) to .75 (behavioral conduct). Conclusions: The use of cards to facilitate choices effectively reduced error by removing one option from view prior to completing second step. Two competence subscales (social and athletic) had alphas less than .70 suggesting further exploration with this population.
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Bandurska, Ewa, Michał Brzeziński, Paulina Metelska, and Marzena Zarzeczna-Baran. "Cost-Effectiveness of an Obesity Management Program for 6- to 15-Year-Old Children in Poland: Data from Over Three Thousand Participants." Obesity Facts 13, no. 5 (2020): 487–98. http://dx.doi.org/10.1159/000509130.

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<b><i>Background:</i></b> Obesity and overweight, including childhood obesity and overweight, pose a public health challenge worldwide. According to the available research findings, long-term interventions focusing on dietary behavior, physical activity, and psychological support are the most effective in reducing obesity in children aged 6–18 years. There are limited studies showing the financial effectiveness of such interventions. <b><i>Objective:</i></b> The objective of the present study was to evaluate cost-effectiveness of the 6-10-14 for Health weight management program using pharmacoeconomic indicators, i.e., cost-effectiveness analysis using the incremental cost-effectiveness ratio. <b><i>Methods:</i></b> We used anthropometric data of 3,081 children included in a 1-year-long intervention with a full financial cost assessment. <b><i>Results:</i></b> The cost of removing a child from the overweight group (BMI >85th percentile) was PLN 27,758 (EUR 6,463), and the cost of removing a child from the obese group (BMI >95th percentile) was slightly lower, i.e., PLN 23,601 (EUR 5,495). Given the obesity-related medical costs calculated in the life-long perspective, these results can be considered encouraging. At the same time, when comparing the total costs per participant with the costs of other interventions, it can be noted that they are similar to the costs of school programs containing more than 1 type of intervention. <b><i>Conclusions:</i></b> The 6-10-14 for Health program can be considered cost-effective. As a result of committing financial resources in the approximate amount of EUR 1,790 per child, around half of the children participating in the program have improved their weight indicators.
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Dickey, Eleanor. "An Immersion Class In Ancient Education." Journal of Classics Teaching 16, no. 31 (2015): 38–40. http://dx.doi.org/10.1017/s2058631015000069.

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In November 2014 the Reading University Classics Department held an unusual event as part of the national ‘Being Human’ humanities festival. We re-created an ancient schoolroom and invited more than a hundred local school-age students to experience antiquity at first hand (specifically, Greek-speaking Egypt in the fourth century AD, as that is the time and place for which we have the most information). Before entering the schoolroom participants donned a complete Roman school costume, removing watches, glasses, and any other visibly modern accoutrements, and learned how to play the part which they would assume once inside. Students learned how to act like an ancient child (a relatively simple process), while the classroom slaves (headed by a distinguished Oxford papyrologist) and the teachers (a superb team of three lecturers and seven undergraduate and MA students from Reading) underwent a longer training to enable them to teach in the ancient fashion.
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Earley, Penelope, and S. David Brazer. "Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47." education policy analysis archives 13 (November 30, 2005): 47. http://dx.doi.org/10.14507/epaa.v13n47.2005.

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This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left Behind Act and the Individuals With Disabilities Education Act may help motivate teachers to remove endorsements. By defining teacher qualifications and setting expectations that all students will achieve adequate yearly progress on state examinations, these two pieces of legislation place additional pressure on teachers of general population and at-risk students. Thus, federal policy contributes to a dilemma playing out at the state level: Policies enacted to improve classroom instruction may increase pressure on qualified teachers that potentially drives some of them away from special needs classrooms that most require high quality service. As demands on them mount, teachers may look for ways to relieve some stress points. Removing a license endorsement becomes one such tool to avoid teaching in classrooms of students with learning challenges. If significant numbers of teachers remove license endorsements, labor market dislocations may follow. Additional study is needed in the future to further document how states do or do not regulate endorsement removal, the extent to which teachers are aware of and have utilized this option, and how school, district, and state administrators and decision makers respond to license endorsement removal.
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Bolten, Catherine. "The agricultural impasse: creating "normal" post-war development in Northern Sierra Leone." Journal of Political Ecology 16, no. 1 (2009): 70. http://dx.doi.org/10.2458/v16i1.21692.

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This article analyzes the notion of "normal" post-war development in Makeni, northern Sierra Leone in light of the fact that local people, the national government, and NGOs appear to be at an impasse concerning agricultural practices. I argue that fundamentally different perspectives on what construes desirable post-war development are causing this deadlock. The government adopted the Convention on the Rights of the Child (CRC) to make the country more attractive donors (and more resistant to donor fatigue), thus making primary education compulsory and removing important child labor from farms. NGOs, believing that the government's adoption of the CRC meant that Sierra Leoneans agreed with universal education, design and fund agricultural programs from which child labor is excluded. Local people are torn between wanting their children—whom they dutifully send to school—to have a better future outside of agriculture, and needing their assistance to ensure operating farms in the present. These children, once they either finish or drop out of school, rarely return to the villages. Lacking any other means to recruit labor, farmers argue passionately that they need mechanization in order to ensure future food security, and are usually rebuffed by NGOs who call them lazy. Local people yearn for a life where they can have educated children and productive farms, and resist efforts by their government and aid organizations to "develop" their children without replacing their labor. This labor has been diminishing since diamond mining and education created alternatives to farming beginning in the 1930s. Where the international community assumes that the labor-poor, low-level subsistence farming that existed before the war is the norm that should be recreated in the aftermath, local people resist these initiatives that will only recreate the end-state of years of agricultural deterioration. Their idea of a "normal" world is one where large farms can provide farmers with the cash and surpluses they need to live in dignity.Keywords: agriculture, education, child labor, mechanization, NGOs, Sierra Leone, Africa
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Akhtar, Zia. "Native Family Law, Indian Child Welfare Act and Tribal Sovereignty." First Peoples Child & Family Review 7, no. 2 (2020): 130–47. http://dx.doi.org/10.7202/1068846ar.

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There has been historical abuse of Native American children in the U.S. which began in the late 19th century in what is known as the residential school movement. It led to their forced integration on pain of removing and eradicating traces of their Indian heritage. The lack of protection for Indigenous children in being transferred from the reservations to non- Indian foster parents caused the U.S. Congress to use their legislative power and enact the Indian Child Welfare Act of 1978 [ICWA]. This has intervened in a process that is aimed at keeping Native American children within the tribe of their parents over the last 35 years. The result of the ICWA is that it has led to the greater supervision by tribal courts over children but it has caused a conflict to arise with the state courts due to jurisdictional reasons that allows guardianship and supervision to non-Indian parents. The Arizona Court of Appeals has recently ruled in Navajo Nation v. Arizona Department of Economic Security (2012) CA-JV 11-0123 that an Indian child can stay with his non-Native foster parents despite the protests of the tribe that it was infringing the provisions of the statute. This article is intended for the practitioner and policy makers and brings to the fore the issues of the preservation of children on reservation lands, and the need for a greater care consideration in the determination if they should be transferred to foster parents outside the tribe’s jurisdiction. It also conducts a comparison with Canada where First Nations children have also suffered abuse and where there is an ongoing debate about the course of action to prevent the appropriation of children from the reserves to live with the non-Native foster parents.
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Avram, Olimpia Florentina, Mihaela Luminița Sandu, and Ana-Maria Mocanu. "Stimulating strategies of self-regulated learning for high-school students with learning difficulties." Technium Social Sciences Journal 19 (May 8, 2021): 684–707. http://dx.doi.org/10.47577/tssj.v19i1.3392.

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In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.
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Veljanovska, Vera, Menka Trepalkovska, and Blagoj Dimitrov. "DOMINANT VALUES IN THE ORGANIZATION." Knowledge International Journal 26, no. 6 (2019): 1869–74. http://dx.doi.org/10.35120/kij26061869v.

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Throughout the organization, the work and development of an educational institution or organization tends to establish a recognizable positive culture and working environment. This culture can often be inherited (but with a tendency to sustain it) from its original founders, which are aimed at maintaining and upgrading the positive effects, and removing the negative sides. It will be easy to maintain and upgrade the recognizable positive culture and working environment if we have a good organizational culture in the school or organization. Organizational culture is the result of the knowledge, skills and abilities of the manager to design the organization, and not less valuable is the desire of all members to contribute in the organization, to work and team-co-operate with each other.Organizational culture is a system of built common values, norms, attitudes, beliefs, a way of thinking and behavior that are common to all members in an educational institution or organization. Organizational culture gives a clear picture of the built and established interpersonal relationships in the school or organization. For this reason, we want to further improve and raise the mutual cooperation between pupils, students and teachers, with parents and institutions in the local self-government. Improving the school culture and the working climate will be achieved through constant care and involvement of the employees, students, parents and institutions in the school life of the local self-government.As a teacher of Macedonian language and literature, through my many years of experience and cooperation with other schools and institutions, and participating in a large number of events, I have knowledge of the role of the teaching subject Macedonian Language and Literature in the formation and construction of the child person as a good speaker, presenter, interlocutor, in enriching the dictionary fund, fostering and expressing the Macedonian literary language, developing love for the book, film, Macedonian culture, creativity, cultural heritage, building of moral, ethical and aesthetic values, norms and attitudes.
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Dissertations / Theses on the topic "Removing child from school"

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Brown, James Roger. "Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying." Connect to resource online, 2010. http://hdl.handle.net/1805/2143.

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Thesis (Ph.D.)--Indiana University, 2010.<br>Title from screen (viewed on May 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Valerie N. Chang, Nancy Chism, Rebecca S. Sloan, Lorraine Blackman, Matthew C. Aalsma. Includes vitae. Includes bibliographical references (leaves 216-241).
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Coughlin, Deborah Ann 1953. "Fitting the school to the child: A case history of a child returning to school from brain surgery, radiation, and chemotherapy." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282307.

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This ethnographic, teacher research case study focuses upon Valerie Clarie's return to school after surgery from brain cancer, radiation therapy and chemotherapy. Situated in a whole language classroom, Valerie is entering her fifth year of school in a southwest public school system. Prior to this study, Valerie was placed in a traditional classroom setting receiving services on a pull-out basis from the special education resource teacher. This study was initiated during an attempt to mainstream Valerie into her whole language classroom on a full-time basis. It critically examines Valerie Clarie's special education and whole language classroom settings and curriculum. Utilizing work samples, journals, medical records, and school records, this study questions the appropriateness of each of these settings for Valerie, and seeks to discover which setting supports Valerie best in her academic and social pursuits. The study is additionally concerned with identifying Valerie's strengths as a learner. These strengths are documented and maintained using alterative assessments utilized in her whole language classrooms. Additional topics addressed in this study include issues of literacy, social structures of school, hegemony, special education curriculum, whole language curriculum, standardized testing, and brain cancer.
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Jovanovic, Ana, and Sandra Kevilovska. "ADHD from a child´s perspective and children´s perspective in school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27706.

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Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16233/.

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School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.
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MOTTA, FLAVIA MILLER NAETHE. "FROM A LITTLE CHILD TO A STUDENT: SOCIAL TRANSFORMATION IN THE TRANSITION FROM EARLY CHILDHOOD EDUCATION FOR ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15716@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A temática desta tese trata da passagem das crianças da Educação Infantil para o Ensino Fundamental e da ação da cultura escolar sobre as culturas infantis, transformando os agentes sociais crianças em agentes sociais alunos. A pesquisa foi numa unidade da rede municipal do Município de Três Rios, Rio de Janeiro. Os fundamentos teórico-metodológicos foram tecidos através de diálogos com os conceitos elaborados especialmente por Bakhtin, Vigotski, Foucault, Certeau e Sacristán. Cada um desses autores contribuiu de maneira específica para a análise das questões levantadas. Os conceitos operaram em três planos: de um lado tivemos a concepção de linguagem de Bakhtin, principal categoria de análise dos dados do campo e Vigotski fornecendo subsídios para um pensamento dialético em torno das culturas infantil e escolar tomadas como textos. Em outro plano, consideramos Foucault e Certeau na análise das estratégias de poder e das táticas de resistência encontradas nas práticas observadas e suas influências na subjetivação dos sujeitos. Por fim, a sociologia da infância e o conceito de cultura escolar permitiram explicitar elementos do campo colocando-os num contexto. Para abordar as transições e as rupturas percebidas nesse processo, as contribuições principais foram definidas a partir de Moss e Corsaro e Molinari.<br>The theme of this thesis deals with the transition of children from early Childhood Education to Elementary School and with the action of school culture over children s cultures, transforming children as social agents into students as social agents. The research was carried out in a unit of the government (municipal) schools in the city of Três Rios, Rio de Janeiro. The theoreticmethodological fundaments have been created through dialogues with the concepts elaborated especially by Bakhtin, Vigotski, Foucault, Certeau and Sacristán. Each one of these authors contributed in a specific way for the analysis of the questions raised here . The concepts have operated on three plans: on one side we had the conception of language of Bakhtin, which is the main category of analysis of the field data, and Vigotski supplying subsidies for a dialectical thinking about school culture and children`s cultures taken as texts. On another level, we considered Foucault and Certeau`s analysis of power strategies and tactics of resistance found in the practices observed and their influence on the subjectivation of the subjects. Finally, the sociology of childhood and the concept of school culture allowed clarifying elements of the field by placing them in context. To address the transition and the disruptions perceived in this process, the major contributions were set from Moss, Corsaro and Molinari.
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Simumba, Joseph. "Child labour and school attendance: Evidence from selection on observed and unobserved variables in Zambia." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/5692.

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Although the determinants of child labour and school attendance are well established in the literature, the causal effect of child labour on school attendance is largely unexplored owing in part to econometric challenges. The difficult in finding a valid and strong instrument for child labour, which is argued to be interdependent with school attendance, is one such impediment. Recognizing this difficult and the fact that children in child labour differ from their counterparts who are not in child labour along an array of observed and unobserved characteristics, I proceed along an alternative path in this paper. I examine the causal effect of long run child labour on children current school attendance using a novel estimation method that assumes that the amount of selection on observed variables closely approximates the amount of selection on unobservables. Using data for children between 5 and 17 years in Zambia, empirical results show that child labour has a significant negative effect on the probability of school attendance. The point estimate is also robust to unobserved variables. Results also show that children who participate in child labour are relatively older, hardly live with their mothers, mostly live in rural areas and are found in households were parents or household heads are relatively older and spent less time in school.
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Tams, Sean T. "Modeling Longitudinal Associations between Parenting Practices and Child Externalizing Behavior from Pre-school to Adolescence." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149277622119009.

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Buford, Terry A. Hall. "Transfer of responsibility for asthma self-management from parents to their school-age children." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.

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Buford, Terry A. "Transfer of responsibility for asthma self-management from parents to their school-age children /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.

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Dalton, William T., Lauren LaBounty, and Karen E. Schetzina. "Use of Items from the CDC School Health Index for Program Development in Rural Appalachian Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5059.

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Books on the topic "Removing child from school"

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Beane, Allan L. Protect Your Child from Bullying. John Wiley & Sons, Ltd., 2008.

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Anne, Bott, ed. Flo, child migrant from Liverpool. Plowright Press, 1998.

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Síne, Quinn, ed. Teach me, mummy!: Developmental exercises from birth to school age. Dean & Co. Pub., 2011.

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K, Karan Anup, Satpathy Anoop, Institute for Human Development (New Delhi, India), and IREWOC Foundation, eds. Children, school, and work: Glimpses from India. Institute for Human Development, 2005.

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Klompenburg, Carol Van. When the kids are home from school. Bethany House, 1991.

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Chiland, Colette. Why children reject school: Views from seven countries. Yale University Press, 1990.

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Ritter, Sandra H. Tomorrow's child: Benefiting from today's family-school-community-business partnerships. SERVE, 2002.

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Wessling, Suki. From school to homeschool: Should you homeschool your gifted child? Great Potential Press, 2012.

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Pasick, Patricia. Almost grown: Launching your child from high school to college. W.W. Norton, 1998.

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Patrinos, Harry Anthony. Child labor, school attendance, and indigenous households: Evidence from Mexico. World Bank, 2005.

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Book chapters on the topic "Removing child from school"

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Leafgren, Sheri L. "Counternarratives from the Margins: School Stories in Children’s Voices." In Educating the Young Child. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19365-2_9.

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McCutcheon, Kendra DeLoach, Melissa W. George, Emily Mancil, Leslie K. Taylor, Carl Paternite, and Mark D. Weist. "Partnering with Youth in School Mental Health: Recommendations from Students." In Issues in Clinical Child Psychology. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7624-5_14.

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Ackesjö, Helena, and Sven Persson. "To be or not to be (a school child) – from national to global discourses about the child in the school start age." In Evaluating Transition to School Programs. Routledge, 2021. http://dx.doi.org/10.4324/9781003055112-3.

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Marturano, Edna Maria. "Child Development in Context: From Clinical Remediation to Promotion in School." In Psychology in Brazil. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11336-0_7.

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Anoko, Julienne Ngoundoung, and Doug Henry. "Removing a Community Curse Resulting from the Burial of a Pregnant Woman with a Fetus in Her Womb. An Anthropological Approach Conducted During the Ebola Virus Epidemic in Guinea." In Global Maternal and Child Health. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97637-2_18.

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Normore, Anthony H., and Jeffrey S. Brooks. "Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States." In School Leadership in the Context of Standards-Based Reform. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4095-2_3.

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Lee, Shiree, and Gregor Lomas. "A New Zealand Perspective: Mathematical Progressions from Early Childhood to School Through a Child Centred Curriculum." In Early Mathematics Learning and Development. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_13.

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"Removing Children From Maltreating Families." In Child Maltreatment and the Law. Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-79918-6_5.

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"Removing the child from local authority accommodation." In Law for Social Workers. Routledge-Cavendish, 1997. http://dx.doi.org/10.4324/9781843143895-38.

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"The Sacred School." In A Child From the Village. Syracuse University Press, 2015. http://dx.doi.org/10.2307/j.ctvjhzph7.8.

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Conference papers on the topic "Removing child from school"

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Mukherjee, Sumit, Tina Sederholm, Anthony C. Roman, Ria Sankar, Sherrie Caltagirone, and Juan Lavista Ferres. "A machine learning pipeline for aiding school identification from child trafficking images." In GoodIT '21: Conference on Information Technology for Social Good. ACM, 2021. http://dx.doi.org/10.1145/3462203.3475924.

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Lietavcová, Martina, Miluše Vítečková, and Jiří Jošt. "CHILD TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL AS EXPERIENCED BY A KINDERGARTEN TEACHER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1866.

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Arslan, Z., and P. Julies. "G504(P) Improving school attendance at a special needs school- lessons learnt from a quality improvement project." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.496.

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Bai, Ying-Wen, Chi-Ning Fu, and Jen-Hung Yang. "Using NFC tags and smartphones to design a reliable mechanism to pick a child up from school." In 2018 IEEE International Conference on Consumer Electronics (ICCE). IEEE, 2018. http://dx.doi.org/10.1109/icce.2018.8326205.

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Piotrowski, C., and L. Warda. "0094 An investigation of risk & protective factors for school-aged child injuries: the influence of siblings." In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.71.

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Wang, Haixue, Jingqi Chen, Xiaoxia Zhao, Yanan Feng, and Yi Song. "PW 0548 Child physical violence by parents among primary school students from a rural area in shandong province, china." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.280.

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Cherecheș, Eusebiu. "The disadvantaged school during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p172-176.

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The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. On March 25, after years of consultations and preparations, the European Commission launched the Child Guarantee (CG) to address child poverty and rising disparities across the EU. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty.
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Hardilla, Dinda Septiani, Harsono Salimo, and Eti Poncorini Pamungkasari. "THE Effects of Nutrition Status and Breastfeeding on Child Development Aged 3-6 Years: Evidence From Tanjung Jabung Timur, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.88.

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ABSTRACT Background: Good nutrition and adequate stimulation for early learning are estimated as essential components for child development. The purpose of this study was to determine nutritional factors associated with child development aged 3-6 years. Subjects and Method: A cross sectional study was carried out at 25 preschools in Tanjung Jabung Timur, Jambi, Indonesia, from September to October 2019. A sample of 200 children aged 3-6 years was selected by stratified random sampling. The dependent variable was child development. The independent variables were child nutritional status, dietary pattern, exclusive breastfeeding, maternal education, maternal employment, and family income. Child development was measured by early childhood developmental screening. The other variables were collected by questionnaire. The data were analyzed by a multiple logistic regression. Results: Child development improved with good nutritional status (b= 1.86; 95% CI= 0.54 to 3.19; p= 0.006), exclusive breastfeeding (b= 0.58; 95% CI= -0.67 to 1.84; p= 0.363), good dietary pattern (b= 1.55; 95% CI= 0.31 to 2.79; p= 0.014), maternal education ≥Senior high school (b= 2.27; 95% CI= 0.98 to 3.55; p= 0.001), and family income ≥Rp 2,840,000 (b= 1.84; 95% CI= 0.34 to 3.33; p= 0.016). Child development decreased with mother working outside the house (b= -1.31; 95% CI= -2.42 to -0.19; p=0.021). Conclusion: Child development improves with good nutritional status, exclusive breastfeeding, good dietary pattern, maternal education ≥Senior high school, and family income ≥Rp 2,840,000. Child development decreases with mother working outside the house Keywords: child development, nutritional status, exclusive breastfeeding Correspondence: Dinda Septiani Hardilla. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dindaseptianihardilla15@-gmail.com. Mobile: 082373568987 DOI: https://doi.org/10.26911/the7thicph.03.88
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Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.
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Sitoiu, Andreea, and Georgeta Panisoara. "Conditional Parenting and its Influence on the Child’s School Activity." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.

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This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.
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Reports on the topic "Removing child from school"

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Ahn, Thomas, and Jacob Vigdor. The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20511.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt &amp; Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson &amp; Letourneau, 2015; J. Rudolph &amp; M.J. Zimmer-Gembeck, 2018; Wurtele &amp; Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Age-related immaturity in the classroom can lead to ADHD misdiagnosis. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10683.

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Researchers from Australia, France, the USA and the UK have come together to compile a 2019 Annual Research Review for the Journal of Child Psychology and Psychiatry on the correlation between a late birth-date (relative to the school year) and risk of attention-deficit/hyperactivity disorder (ADHD).
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