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This report synthesizes evidence on the outcomes, costs, and benefits of early childhood programs, including those that provide early care and education, home visiting, parent education, government transfers, and combinations of approaches.
Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.
Los Angeles may have a reputation as a concrete jungle, but in reality, it’s incredibly biodiverse, teeming with an amazing array of animals and plants. You just need to know where to find them. Wild LA—from the experts at the Natural History Museum of Los Angeles County—is the guidebook you’ve been waiting for. Equal parts natural history book, field guide, and trip planner, Wild LA has something for everyone. You’ll learn about the factors shaping LA nature—including flood, fire, and climate change—and find profiles of over one hundred local species, from sea turtles to rare plants to Hollywood's famous mountain lion, P-22. Also included are day trips that detail which natural wonders you can experience on hiking trails, in public parks, and in your own backyard.
This framework emphasizes health literacy for students, i.e., development of the knowledge, skills, and behaviors needed for healthy living. The framework defines four unifying ideas of health literacy that serve as central themes for all content areas and grade levels: (1) acceptance of personal responsibility for lifelong health; (2) respect for and promotion of the health of others; (3) an understanding of the process of growth and development; (4) informed use of health-related information, products, and services; and (5) promotion of health education supported by a comprehensive school health system and sustained by the collaborative efforts of school, family, and community. Seven chapters are organized as follows: (1) "The Vision: Health Literacy, Healthy Schools, Healthy People"; (2) Developing Health Literacy in the Classroom and in the School"; (3) "Health Education"; (4) "Beyond Health Education"; (5) "Assessment of Health Literacy"; (6) "Criteria for Evaluating Instructional Resources"; and (7) "Integration with Other Disciplines." Selected Education Code sections, a paper titled "Integrated Services Center Links School, Family and Community" (Andrea Zetlin and Robert Bilovsky), Project Teach recommendations on preservice teacher training in health education, and a list of publications available from the California Department of Education are appended. (LL)
Understand the Changing Dynamics of the U.S. Population The 13th edition of Schaefer's Racial and Ethnic Groups places current and ethnic relations in a socio-historical context to help readers understand the past and shape the future. This best-selling Race & Ethnic Relations text is grounded in a socio-historical perspective with engaging stories and first person accounts. Race and Ethnic Groups helps students understand the changing dynamics of the U.S. population by examining our history, exploring our current situation, and discussing concerns for the future. This text provides an accessible, comprehensive, and up-to-date introduction to the present issues that confront racial and ethnic groups in the U.S. and around the world. It incorporates the most current statistics and data in the marketplace including the most recent census. Teaching & Learning Experience Personalize Learning The new MySocLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking Robust end-of-chapter materials provide students with chapter summary and study materials that help them develop critical thinking skills. Engage Students Every chapter contains first-hand commentaries that demonstrate the diversity of various groups. Explore Research Research intertwined with information on current events and demographics provide a modern view of our society. Understand Diversity Detailed coverage of multiple racial, ethnic, and other minority groups provide students with an extensive view of diverse relations. Support Instructors Strong supplements package with author-reviewed activities and assessments in MySocLab. Note: MySocLab does not come automatically packaged with this text. To purchase MySocLab, please visit: www.mysoclab.com or you can purchase a valuepack of the text + MySocLab (at no additional cost). ValuePack ISBN-10: 0205248152 / ValuePack ISBN-13: 9780205248155
This timely book presents a data-driven approach to preventing and responding to school violence. As school violence receives increasing attention across the nation, the application of scientific knowledge is critical. For maximum effectiveness, transdisciplinary teams should use school data, logic models, and theories of change to design, implement, and evaluate interventions. Collaboration among key stakeholders is also necessary to address both structural and systemic barriers to success with violence prevention. With concrete methods for promoting safety in primary and secondary educational settings, this book will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Although more and more students have the test scores and transcripts to get into college, far too many are struggling once they get there. These students are surprised to find that college coursework demands so much more of them than high school. For the first time, they are asked to think deeply, write extensively, document assertions, solve non-routine problems, apply concepts, and accept unvarnished critiques of their work. College Knowledge confronts this problem by looking at the disconnect between what high schools do and what colleges expect and proposes a solution by identifying what students need to know and be able to do in order to succeed. The book is based on an extensive three-year project sponsored by the Association of American Universities in partnership with The Pew Charitable Trusts. This landmark research identified what it takes to succeed in entry-level university courses. Based on the project's findings - and interviews with students, faculty, and staff - this groundbreaking book delineates the cognitive skills and subject area knowledge that college-bound students need to master in order to succeed in today's colleges and universities. These Standards for Success cover the major subject areas of English, mathematics, natural sciences, social sciences, second languages, and the arts.