Suchergebnisse

In September 2005 the Government received recommendations fromthe School Meals Review Panel (SMRP) on school lunches and on a number of wider issues concerning food in schools. In response to that report Turning the Tables the newly-established School Food Trust (SFT) was commissioned to advise Ministers on standards for food in school other than lunch.The DfES consulted widely on the recommendations of the SMRP andon a more limited basis on the advice of the SFT. Reports on the responses to each of those consultations are available at: www.dfes.gov.uk/consultations/conresults.cfm?consultationId=1319Having considered responses to those consultations and taken intoaccount the many representations the Department has received on theseissues from a range of stakeholders, the Secretary of State for Education and Skills has arrived at final decisions on the standards. These standards will apply to school lunches and other food provided in all local authority maintained schools in England.

This practical guide and resource has been written to provide whole-school approaches to developing citizenship. It is based around a detailed range of core activities, including the development of a school council, school elections and community links

Fiscal aspects of school desegregation of the 1970s.

Includes a supplement of Schools, by H. Gannaway and Seals, by E.C. Ellsbree. ; On cover: Reprinted from American and English encyclopaedia of law, 2nd. ed. ; Mode of access: Internet.

Systems theory and families / Amy L. Reschly -- Collaborating with families to improve complete mental health screening / Eui Kyung Kim, Ashley Mayworm, Rhea Wagle, and Erin Dowdy -- Family-school partnerships in tiered systems of support / Shannon R. Holmes, Wendy M. Reinke, Keith C. Herman, Aaron M. Thompson, and Laura E. Danforth -- Tier I family-school partnership programs / John Eagle, Jenlyn Furey, and Shannon Dowd-Eagle -- Tier II family-school partnership programs / John E. Lochman, Caroline L. Boxmeyer, Nicholas Ialongo, Sara C. McDaniel, Elise T. Pas, and Nicole P. Powell -- Targeting student concerns through family-school programs : individualized tier III supports engaging parents as partners / Susan M. Sheridan and Samantha R. Angell -- Implementing culturally responsive practices in family-school partnership programs / Sherrell Hicklen House -- Preventive approaches for working with families in schools from early childhood to adolescence / Danielle Wilson, Camille C. Cioffi, and Elizabeth A. Stormshak -- Using technology to maximize engagement and outcomes in family-school partnerships / Aaron J. Fischer and Bradley S. Bloomfield -- Implementation toward sustainment of family-school partnership programs / Genery D. Booster, Jennifer A. Mautone, Thomas J. Power, and Ricardo Eiraldi -- Translational research on evidence-based parenting support within public schools : strategies, challenges, and potential solutions / Thomas J. Dishion, S. Andrew Garbacz, John R. Seeley, Elizabeth A. Stormshak, Keith Smolkowski, Kevin J. Moore, Corrina Falkenstein, Jeff M. Gau, Hanjoe Kim, and Gregory M. Fosco -- Designing, analyzing, and disseminating research on family-school partnership programs / Natalie Koziol and Amanda L. Witte.

Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6–11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors—private nonprofit and for-profit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.