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Each year, child protective services receive reports of child abuse and neglect involving six million children, and many more go unreported. The long-term human and fiscal consequences of child abuse and neglect are not relegated to the victims themselves-they also impact their families, future relationships, and society. In 1993, the National Research Council (NRC) issued the report, Under-standing Child Abuse and Neglect, which provided an overview of the research on child abuse and neglect. New Directions in Child Abuse and Neglect Research updates the 1993 report and provides new recommendations to respond to this public health challenge. According to this report, while there has been great progress in child abuse and neglect research, a coordinated, national research infrastructure with high-level federal support needs to be established and implemented immediately. New Directions in Child Abuse and Neglect Research recommends an actionable framework to guide and support future child abuse and neglect research. This report calls for a comprehensive, multidisciplinary approach to child abuse and neglect research that examines factors related to both children and adults across physical, mental, and behavioral health domains-including those in child welfare, economic support, criminal justice, education, and health care systems-and assesses the needs of a variety of subpopulations. It should also clarify the causal pathways related to child abuse and neglect and, more importantly, assess efforts to interrupt these pathways. New Directions in Child Abuse and Neglect Research identifies four areas to look to in developing a coordinated research enterprise: a national strategic plan, a national surveillance system, a new generation of researchers, and changes in the federal and state programmatic and policy response.
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
A comprehensive study that is also practical and realistic, New Directions in Special Education outlines principles for decisionmaking about special education at every level—from the family to the classroom, school, and district—and for state and federal policy. With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"—the pervasive devaluation of people with disabilities—and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning.
Take an in depth look at the field of child and adolescent development. In this issue, the new leadership of this series offers different aspects of relevant work throughout multiple disciplines and continents, capturing both the variability and the richness of the themes considered and topics investigated in the field of childhood and adolescence. It answers: What are some of the “new” directions in the developmental sciences of childhood and adolescence? Where will the field be within the next decade or so? How do those who practice in the field’s different corners see its trajectory? This is the 147th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.
Rooted in the teachings of progressive Christianity for today’s kids and parents With accessible language, Bible stories, and connections to daily life, this book guides children and the adults who love them through the core teachings of Christianity. Kids have big questions about God and faith, and, while many of those questions don’t have one clear answer, Christians throughout the ages have given us helpful ways to think and talk about what we believe. Each chapter includes simple spiritual practices and questions for reflection, either in solitary reading or through conversation between children and caregivers or ministers. It is oriented towards anti-racism, gender equality, economic justice, care of the environment, affirmation of LGBTQ+ folks, trauma-informed practice, and global citizenship.
"Pedagogy is the study of teaching. Pedagogy of evaluation entails examining how and what evaluation teaches. This volume is inspired by and builds on the works of Paulo Freire, especially his classic, Pedagogy of the Oppressed. Freire understood and taught that all interactions between and among people are pedagogical; something is always being taught, conveyed, and proselytized. It follows that all evaluation approaches constitute a pedagogy of some kind. All evaluation teaches something"--Page [4] of cover.
This book brings together information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. Research findings and interventiona approaches by leaders in the field are presented. The volume provides essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability.
Schools are often the safest, most stable, and most consistent forces in the lives of many children, exerting a positive, even miraculous, influence. They are places where many children are most likely to develop healthy, positive relationships with peers and adults. However, it has become increasingly clear that the opposite also holds true for a number of children, including a high proportion of poor children of color. Some school policies can drive students out before they have obtained the skills and credentials to advance in their lives, leading to devastating and permanent consequences, particularly on youths without other safety nets or supports to draw on. More and more often, schools and prisons are being mentioned in the same sentence, the language of both institutions becoming interchangeable. This issue describes how school policies can have the effect, if not the intent, of setting youths on the "prison track." It also identifies programs and policies that can help schools maintain safety and order while simultaneously reaching out to those students most in need of structure, education, and guidance. Offering a balanced perspective, this issue begins to point the way toward less punitive, more effective, hopeful directions. This is the 99th volume of the quarterly journal New Directions for Youth Development.
First multi-year cumulation covers six years: 1965-70.