ISSN:0306-0012    

DOI:10.1093/cs/16.1.3

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.1.7

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThis non-shelter-based study of 400 homeless six- to 11-year-olds and their mothers yielded statistically significant differences between children attending school half-time or more and those not attending school. Those attending school were younger when they first experienced homelessness and had been homeless less frequently and for a shorter duration than those not attending school. Children who attended school felt less lonely and had higher self-esteem than those who did not attend. The results strengthen discussion of social policy issues of equal access by documenting that school attendance is a critical variable in improving homeless children's low self-esteem and sense of loneliness.

ISSN:0306-0012    

DOI:10.1093/cs/16.1.9

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThis article presents findings from an ongoing study of homeless children conducted by Homes for the Homeless (HFH), the nation's largest provider of residential educational training services for homeless families. Over the past six years, HFH has served more than 6,900 families including 16,200 children. Using data on both preschool- and school-age homeless children, interviews with homeless parents, and staff observations, the article describes the educational difficulties that homeless children often experience and offers promising results from innovative shelter-based education programs. The findings suggest that when educational programs are adapted for homeless families' needs and are offered within the context of a family-based Residential Educational Training Center, both children and parents become more enthusiastic about school and advance academically. The article concludes by urging policymakers to consider transforming the existing physical infrastructure of emergency shelters into multiservice facilities as part of a broader effort to address the underlying causes of homelessness.

ISSN:0306-0012    

DOI:10.1093/cs/16.1.21

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThis article focuses on using the Stewart B. McKinney Homeless Assistance Act of 1987 to provide homeless children with educational opportunity. The article questions compliance with the act relative to the ability and willingness of regulatory agents to comply, the standard by which compliance is measured, and the meaning of compliance. Conclusions drawn from the review of related literature suggest that future educational law should reflect the salience of universal rather than exceptional services. Within that context, social workers concerned with providing homeless and transient children with educational opportunity might advocate for policy that funds the development of learning systems with a focus on relationships and interactions; implement practices that involve teaming with educational and supportive personnel to address the common learning needs of students; and conduct research that focuses on an interdisciplinary, multisystem approach to educating the nation's children.

ISSN:0306-0012    

DOI:10.1093/cs/16.1.31

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThis article examines the barriers that impede access to school of children who live in shelters from the perspectives of directors of homeless shelters and public school personnel. Surveys were distributed to directors of homeless shelters and to school personnel throughout Illinois in early 1992. The three barriers ranked highest by each group were lack of parental involvement, inadequate transportation, and inadequate clothing. Because of the absence of a formalized cooperative procedure, the findings suggest that neither shelter nor school staff members were clear on who is responsible for ensuring that homeless children receive an education. The implications of these findings for school social workers are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/16.1.39

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThis article explores the attitude toward school and academic competency of young people who decide to run away from home. A two-group design was used with 26 runaway and 23 nonrunaway youths. Academic competency was measured using questions from a standardized achievement test. The runaway youths had lower academic scores and higher child protective services involvement. No difference was found in attitudes toward school between the two groups. Findings suggest that family factors have an impact on runaway youths' school performance.

ISSN:0306-0012    

DOI:10.1093/cs/16.1.46

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.1.55

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.1.64

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.1.69

出版商:Oxford University Press    

年代:1994

数据来源: OUP