Sentences with phrase «academic effects of poverty»

This original and special event (by the best - selling author of four books on poverty) gives you the overview of a high - energy, classroom tested, research - based model to erase the academic effects of poverty.

Not exact matches

Depending on how many students at a given school live in poverty, strong parental networks have a favorable or inhibiting effect on the academic achievements of their children.

Educators interpreted poor academic performance as the inevitable effect of poverty outside of school and a lack of curricular relevance and student engagement inside the classroom.

However, some of the rhetoric surrounding charter school academic performance would lead one to believe that charters can «beat the odds» and overcome the deleterious effects of poverty and other socio - economic factors.

Poverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood.

Teachers unions were very supportive of school integration in Wake County, and the very positive role they can play on national policy was underlined in December, when the National Education Association announced an effort to establish 100 new peer assistance and review programs to better train and, if necessary, weed out ineffective teachers; and the American Federation of Teachers proposed an innovative approach to raise academic achievement in a low - income community in West Virginia by going after the effects of poverty directly.

The course also provides educators with schoolwide and classroom - level strategies for combating the negative effects of poverty in an academic setting.

The report found that «a more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty on academic achievement.

Further, to the extent that the biggest advantage of socioeconomic integration may be direct peer effects (Reid, 2012)-- picking up knowledge and habits from high - achieving, highly motivated peers — high - poverty schools will always be at a disadvantage, given the strong relationship between students» own socioeconomic statuses and their academic performance.

The intervention sought to reduce specific empirically identified risk factors for adolescent health and behavior problems: persistent physically aggressive behavior in the early elementary school grades,9 - 11 academic failure, 12 and poor family management practices including unclear rules, poor monitoring of behavior, and inconsistent or harsh discipline.13, 14 Because being raised in poverty increases risk for crime, school failure, and school dropout,15 - 17 effects of the intervention on children from low - income families were of particular interest.

Despite decades of research describing the harmful effects of family poverty on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations on physical health or academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains data set have focused on educational and criminal outcomes.21 The few studies looking at emotional or behavioral outcomes tend to have a short time frame.22, 23 Some studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation on adult psychological functioning.

Specifically, she is interested in the effects of early adverse circumstances (including maltreatment and poverty) on children's social and academic development.

There are a number of factors which make managing A1C particularly difficult for teens including: Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance), social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief etc.).