Transforming student and learning supports is key to school improvement and enhancing equity of opportunity. This work examines the marginalization and fragmentation of student and learning supports, and offers a design, prototypes, guides, and more for system change. It delineates how to develop a unified, comprehensive, and equitable system by reframing and redeploying the ways schools address learning and teaching barriers in the classroom and schoolwide. It draws on years of research and offers examples from work at local and state levels. The text provides detailed frameworks for expanding school improvement policy to unify student and learning supports, rework operational infrastructures, and make sustainable systemic changes. There are also frameworks and guides for in-classroom supports, supporting transitions, creating home and community engagement, providing crisis assistance and prevention, and personalizing student and family assistance. Rooted in research, field trials, and common sense and focused on collaborative solutions, Transforming Student and Learning Supports offers a fundamental perspective for any course that addresses school improvement. The book is a valuable resource for undergraduate and graduate courses, continuing professional development, policy makers, and a wide variety of stakeholders who are concerned with enhancing equity of opportunity for students. Howard Adelman earned his Ph.D. in psychology at the University of California, Los Angeles, where he is currently a professor of psychology and co-director of the Center for Mental Health in Schools. He began his career as a classroom teacher and school administrator. Linda Taylor holds a Ph.D. in psychology from the University of Michigan. Dr. Taylor is co-director of the Center for Mental Health in Schools at the University of California, Los Angeles. Her background includes administering a lab school at UCLA and working as a special project director with the Los Angeles Unified School District.
For many children, schools are the main or only providers of mental health services. In this visionary and comprehensive book, two nationally known experts describe a new approach to school-based mental health—one that better serves students, maximizes resources, and promotes academic performance. The authors describe how educators can effectively coordinate internal and external resources to support a healthy school environment and help at-risk students overcome barriers to learning. School leaders, psychologists, counselors, and policy makers will find essential guidance, including: • An overview of the history and current state of school mental health programs, discussing major issues confronting the field • Strategies for effective school-based initiatives, including addressing behavior issues, introducing classroom-based activities, and coordinating with community resources • A call to action for higher-quality mental health programming across public schools—including how collaboration, research, and advocacy can make a difference Gain the knowledge you need to develop or improve your school's mental health program to better serve both the academic and mental health needs of your students!
Refugee displacement is a global phenomenon that has uprooted millions of individuals over the past century. In the 1980s, repatriation became the preferred option for resolving the refugee crisis. As human rights achieved global eminence, refugees' right of return fell under its umbrella. Yet return as a right and its practice as a rite created a radical disconnect between principle and everyday practice, and the repatriation of refugees and Internally Displaced Persons (IDPs) remains elusive in cases of forced displacement of victims by ethnic conflict. Reviewing cases of ethnic displacement throughout the twentieth century in Europe, Asia, and Africa, Howard Adelman and Elazar Barkan juxtapose the empirical lack of repatriation in cases of ethnic conflict, unless accompanied by coercion. The emphasis on repatriation during the last several decades has obscured other options, leaving refugees to spend years warehoused in camps. Repatriation takes place when identity, defined by ethnicity or religion, is not at the center of the displacing conflict, or when the ethnic group to which the refugees belong are not a minority in their original country or in the region to which they want to return. Rather than perpetuate a ritual belief in return as a right without the prospect of realization, Adelman and Barkan call for solutions that bracket return as a primary focus in cases of ethnic conflict.
This book examines the role of women in Jewish family negotiations, using the setting of Italy from the end of the Renaissance to the Baroque. In ghettos at night and under the scrutiny of inquisitions, Jews flourished. Life and learning were enriched by Jews from the Iberian Peninsula, the Ottoman Empire, transalpine Europe, west and east, and Catholic neighbors. Rabbinic discourse represented conflicting customs in family formation and dissolution, especially at moments of crisis for women: forced betrothal; physical, mental and financial abuse; polygamy, and abandonment. In this book, case studies illustrate the ambiguity, drama, and danger to which women were exposed, as well as opportunities to make their voices heard and to extricate themselves from situations by forcing a divorce, collecting or seizing assets, and going to Catholic notaries to bequeath their assets outside traditional inheritance, often to other women. Despite intrusion by rabbis, their ability for coercion was limited, and their threats of punishments reflected the rhetoric of weakness rather than realistic options for implementation. The focus of this text is not what the law says, but rather how it enabled individual Jews, especially women, to speak and to act.
Every teacher knows about barriers to learning and teaching that interfere with student progress and academic achievement. These barriers to learning can hamper a student's ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, schools must provide students with learning supports in comprehensive, multifaceted, and cohesive ways. This innovative Implementation Guide to Student Learning Supports in the Classroom and Schoolwide by Howard Adelman and Linda Taylor is designed to accompany their new School Leader's Guide to Student Learning Supports. Together, these two handbooks comprise a complete and adaptable system for addressing barriers to learning and teaching. The authors offer specific ideas, procedures, resources, tools, and guides for motivating students, personalizing instruction and curriculum, promoting development, building school and community partnerships, and closing the gap between the learning supports students need and the learning supports they are currently receiving.
Emphasizing an intervention framework that is comprehensive, multifaceted, and cohesive, and offering a sophisticated approach to rethinking and facilitating systemic changes to infrastructure and policy at school and community levels, The School Leader's Guide to Student Learning Supports covers strategies built on decades of research. The authors provide case studies, resources, quizzes, cartoons, and more than 75 figures, tables, and tools for analysis and capacity building to help school leaders understand, assess, and remedy the gap between the learning supports students need and the learning supports they are currently receiving."--BOOK JACKET.
Refugee displacement is a global phenomenon, uprooting hundreds of millions of individuals over the last century. Yet until the 1980s, repatriation, or the right of return, was not a focus of refugee policy, and though it might enjoy a privileged position in today's debates, repatriation remains an elusive outcome for many victims of ethnic conflict. According to Howard Adelman and Elazar Barkan, the roots of this disconnect lie in the modern transformation of repatriation into a universal right, which undermines political solutions to refugee crises. Surveying cases of ethnic.
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