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Disadvantaged Schools & Communities (BT)
This initial collection or research references, reports and resources has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. Eventually, when time and resources permit, this initial collection will be formatted in accordance with the outline for bibliographies/ toolboxes relating to health,safety and social development issues used in this knowledge exchange program.
In this outline, we identify relevant research, reports and resources within an understanding of the issue that we describe as an ecological and systems-based approach to school-based and school-linked health, safety, social and sustainable development. This outline suggests that we need a holistic understanding of the nature, prevalence, aspects and factors affecting the issue, the influence of the school's physical and social environment as well as its core practices, the effectiveness of comprehensive approaches, coordinated agency-school programs and whole school strategies as well as individual interventions, how these interventions can be implemented and sustained while ongoing capacities are built at all levels within education, health and other systems in a manner that respects the complex, open, loosely-coupled and bureaucratic systems that support schools. This outline also lists links that apply these interventions in a variety of local community and country contexts with a deep understanding of the core mandates and constraints of schools and educators. The outline concludes with items relating to future research questions, and methods.
Interventions are defined as including policies (including professional practice guidelines and organizational practices), educational programs, health, social, student & other services, social support activities such as parent involvement, youth engagement, working with media and community and changes to the physical environment or other practical resources such as transportation to and from school. The research cited here includes research reviews, important case studies and textbooks. The reports includes discussion/position papers and status reports. The resources include examples of programs/guidelines/mandates, planning guides/manuals, educational programs/curricula/educational methods guides, health or other agency service/clinical guidelines/mandates to work with schools, policy tools/guidelines/examples, assessment/evaluation tools, training tools and other resources such as key web sites or organizations
The following outline is used to list research, reports and resources to describe populations and sub-populations such as young children, adolescents, young adults, aboriginal students and schools, children with disabilities etc. The outline is organized in these sections:
A. Defining the Population
B. Issues of Urgent or Significant Concern to this Population, Interventions of More Relevance to this population
C. Impact of Effective Interventions on the health, learning and social development of this Population
D. How to Implement Interventions with this Population
E. Research Issues and Questions
Framework for Listing Research, Reports and Resources on Populations
(Defined by Proximity to Risk, Geography, Community Characteristics, Gender, Culture etc)
A. Defining the Population
A-1 Overview
A-2 Strengths and Weaknesses of the Population
A-3 Linkages, connections to other populations
A-4 Understanding Key Characteristics of the Population and How they Interact with Risk or Protective Factors
B. Issues and Interventions that are More Relevant to this Population
B-1 Listing of Key Problems/Opportunities Most Relevant to the Population
B-2 Listing of Interventions Most relevant to the Population
C) Impact of the Intervention/Examples of Programs with this Population
C-1 On Health & Social Development Overall
C-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
C-3 On Learning and School Effectiveness
C-4 Landmark Evaluated Examples or Reviews of Successful Interventions with the Population
D) Evidence on how to Implement, Sustain Interventions with this Population
D-1 Use of Diffusion and Education Change Knowledge/Theory
D-2 Use of Capacity-Building Knowledge/Theory and Sustainability
D-3 Consideration of Ecology and System Characteristics
D-4 Consideration of Community or Cultural Contexts
E Questions related to Future and Current Research
E-1 Future Research Needs
E-1 Major knowledge/practice/policy questions and draft or existing research agendas
E-2 Use of new research methods (beyond RCT’s)
E-3 Methodological Issues and Questions
In this outline, we identify relevant research, reports and resources within an understanding of the issue that we describe as an ecological and systems-based approach to school-based and school-linked health, safety, social and sustainable development. This outline suggests that we need a holistic understanding of the nature, prevalence, aspects and factors affecting the issue, the influence of the school's physical and social environment as well as its core practices, the effectiveness of comprehensive approaches, coordinated agency-school programs and whole school strategies as well as individual interventions, how these interventions can be implemented and sustained while ongoing capacities are built at all levels within education, health and other systems in a manner that respects the complex, open, loosely-coupled and bureaucratic systems that support schools. This outline also lists links that apply these interventions in a variety of local community and country contexts with a deep understanding of the core mandates and constraints of schools and educators. The outline concludes with items relating to future research questions, and methods.
Interventions are defined as including policies (including professional practice guidelines and organizational practices), educational programs, health, social, student & other services, social support activities such as parent involvement, youth engagement, working with media and community and changes to the physical environment or other practical resources such as transportation to and from school. The research cited here includes research reviews, important case studies and textbooks. The reports includes discussion/position papers and status reports. The resources include examples of programs/guidelines/mandates, planning guides/manuals, educational programs/curricula/educational methods guides, health or other agency service/clinical guidelines/mandates to work with schools, policy tools/guidelines/examples, assessment/evaluation tools, training tools and other resources such as key web sites or organizations
The following outline is used to list research, reports and resources to describe populations and sub-populations such as young children, adolescents, young adults, aboriginal students and schools, children with disabilities etc. The outline is organized in these sections:
A. Defining the Population
B. Issues of Urgent or Significant Concern to this Population, Interventions of More Relevance to this population
C. Impact of Effective Interventions on the health, learning and social development of this Population
D. How to Implement Interventions with this Population
E. Research Issues and Questions
Framework for Listing Research, Reports and Resources on Populations
(Defined by Proximity to Risk, Geography, Community Characteristics, Gender, Culture etc)
A. Defining the Population
A-1 Overview
| Research | Reports/Resources |
| Education and poverty: a critical review of theory, policy and practice There is widespread agreement that poverty and poor educational outcomes are related but there are competing explanations as to why this should be. This study identifies the thinking behind different approaches and the implications for policy. The researchers conclude that breaking the link between education and poverty demands a change in underlying structures and power relations and a coherent set of integrated and multi-level interventions [summary from Schools Research Newsletter, August 2007] |
A-2 Strengths and Weaknesses of the Population
| Research | Reports/Resources |
A-3 Linkages, connections to other populations
| Research | Reports/Resources |
A-4 Understanding Key Characteristics of the Population and How they Interact with Risk or Protective Factors
| Research | Reports/Resources |
Charles E. Basch (2010) Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. A Research Initiative of the Campaign for Educational Equity Teachers College, Columbia University (See slide presentation on review) |
B. Issues and Interventions that are More Relevant to this Population
B-1 Listing of Key Problems/Opportunities Most Relevant to the Population
| Research | Reports/Resources |
B-2 Listing of Interventions Most relevant to the Population
| Research | Reports/Resources |
C) Impact of the Intervention/Examples of Programs with this Population
C-1 On Health & Social Development Overall
| Research | Reports/Resources |
C-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
| Research | Reports/Resources |
C-3 On Learning and School Effectiveness
| Research | Reports/Resources |
C-4 Landmark Evaluated Examples or Reviews of Successful Interventions with the Population
| Research | Reports/Resources | |
| Comprehensive Approaches (Multiple Issues, Multiple Levels, Multiple Systems Full Service/Community/ Wrap-Around Service Schools | The extra mile: how schools succeed in raising aspirations in deprived communities This DCSF project examined the teaching and learning practices of fifty schools in the most deprived wards in England that were judged to be high attaining or showing significant sustained improvement over several years in terms of pupil outcomes. The report represents the first activity in the ‘Extra Mile’ project which aims to raise attainment for the most socially and economically disadvantaged pupils in England | |
| Single Interventions After School Programs Gardner, M., Roth, Jodie L., Brooks-Gunn, J. (2009). Can after-school programs help level the playing field for disadvantaged youth? Equity Matters: Research Review No. 4. New York: The Campaign for Educational Equity.
Cambell and Cochrane Collaboration. Available at: http://www.campbellcollaboration.org/doc-pdf/E0007CAMPBELLJAN2007.pdfCommunity-based Initiatives | Educational relationships outside school: why access is important This study examines the role of educational relationships in out-of-school activities. It compares the experiences of young people who live in impoverished circumstances and their more affluent peers to explore the implications for educational achievement. It found that through their lack of participation in out-of-school activities, young people in poverty are denied important learning experiences which may affect their engagement in the more formal learning in school [summary from Schools Research Newsletter, August 2007] Narrowing the gap in outcomes for children from the most excluded families through inclusive practice in early years settings This initial scoping study provides an overview of the type and nature of research in relation to the following specific review questions: what evidence is there of poorer experiences and outcomes for children from different backgrounds in terms of ethnicity, culture, language, religion, social class, poverty/deprivation and other relevant factors?; is there evidence to support specific strategies that help children from all backgrounds and with diverse characteristics to access the curriculum? Jane Barlow, Sue Kirkpatrick, David Wood, Mog Ball, Sarah Stewart-Brown, (2007) Family and Parenting Support in Sure Start Local Programmes Department for Children, Schools and Families. London, UK Narrowing the gap in outcomes for young children through effective practices in the early years. Progress map summary This progress map summary includes key research findings from the Centre for Excellence and Outcomes in Children and Young People’s Services' (C4EO) knowledge review. The knowledge review assessed the evidence available about the impact of disadvantage on outcomes for children in the early years and the approaches that are effective in reducing educational disadvantage and promoting positive outcomes. It considered Every Child Matters outcomes for children living in poverty, including those from minority ethnic groups and children with English as an additional language. The review considered children from birth to seven years and focused on evidence since 2000. It included both research and national data. A total of 465 items of literature were identified and considered for inclusion in this review Mary Kellett and Aqsa Dar (2007) Children researching links between poverty and literacy Joseph Rowntree Foundation Pamela Storey and Rosemary Chamberlin (2001) Improving the Take Up of Free School Meals Thomas Coram Research Unit Institute of Education Report for the Department for Education and Employment, London, UK Gary Craig, Joanna Bolton, Ruth Garbutt, Gabbie Hayes, Sally McNamee, Louise Sturgeon-Adams and Mick Wilkinson Clarissa White, Lucy Joyce, Karen Tarvin and Ed Mortimer, Chris Godfrey, Sandra Hutton and Steve Parrott, Allison James (2004) A Promising Start? The Local Network Fund for Children and Young People: Interim Findings from the National Evaluation, Report for the Department for Education and Employment, London, UK |
D) Evidence on how to Implement, Sustain Interventions with this Population
| Research | Reports/Resources |
D-1 Use of Diffusion and Education Change Knowledge/Theory
| Research | Reports/Resources |
D-2 Use of Capacity-Building Knowledge/Theory and Sustainability
| Research | Reports/Resources |
D-3 Consideration of Ecology and System Characteristics
| Research | Reports/Resources |
D-4 Consideration of Community or Cultural Contexts
| Research | Reports/Resources |
E Questions related to Future and Current Research
| Research | Reports/Resources |
E-1 Future Research Needs
E-1 Major knowledge/practice/policy questions and draft or existing research agendas
| Research | Reports/Resources |
E-2 Use of new research methods (beyond RCT’s)
| Research | Reports/Resources |
E-3 Methodological Issues and Questions
| Research | Reports/Resources |
dmccall |
Latest page update: made by dmccall
, Jun 20 2011, 9:33 PM EDT
(about this update
About This Update
Edited by dmccall
277 words added view changes - complete history) |
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