This book compares the schooling and training systems in Switzerland and Britain.

In Massachusetts, a 12-year-old girl delivering newspapers is killed when a car strikes her bicycle. In Los Angeles, a 14-year-old boy repeatedly falls asleep in class, exhausted from his evening job. Although children and adolescents may benefit from working, there may also be negative social effects and sometimes danger in their jobs. Protecting Youth at Work looks at what is known about work done by children and adolescents and the effects of that work on their physical and emotional health and social functioning. The committee recommends specific initiatives for legislators, regulators, researchers, and employers. This book provides historical perspective on working children and adolescents in America and explores the framework of child labor laws that govern that work. The committee presents a wide range of data and analysis on the scope of youth employment, factors that put children and adolescents at risk in the workplace, and the positive and negative effects of employment, including data on educational attainment and lifestyle choices. Protecting Youth at Work also includes discussions of special issues for minority and disadvantaged youth, young workers in agriculture, and children who work in family-owned businesses.

"This book is well written and inclusive with a realistic approachto problems encountered in schools today. Practical and useableinterventions are included which makes this text a valuableresource to the school social worker." -Terry Housteau-Hill, LSCW, Lead Consultant, Knox County SchoolSocial Services "An invaluable resource . . . [and] extremelyreader-friendly." -Michelle Alvarez, MSW, LCSW, Assistant Professor, School of SocialWork University of Southern Indiana School Social Work thoroughly covers all aspects of this burgeoningfield, from the history and function of school social workers andup-to-date, empirically and developmentally supported interventionsto effective methods for implementing and evaluating school socialwork programs. Educational policy and legislation, community-basedinterventions, and prevention programs are also covered. Supported by case vignettes and discussion questions that engagethe reader in every chapter, this book: * Provides proven and promising programs for change in classrooms,schools, families, neighborhoods, and communities * Equips you with the knowledge and skills necessary to functioneffectively in the unique political environment of the school * Outlines the school social worker's essential role as aconsultant to faculty and administrators as well as creator andmediator of school and community collaborations that enhance theacademic success of at-risk students In addition, this book provides current assessment methods forevaluating the effectiveness of interventions; recently developedstandardized measures designed to assess change at the classroom,school, family, neighborhood, and community levels; guidelines forsuccessfully planning, implementing, and evaluating new programsbased on Comprehensive Quality Programming (CQP) strategies; anddetailed information on the most current student-focused violenceprevention programs. Complete with lists of Internet resources and other references atthe end of each chapter, School Social Work is a valuable tool forstudents and a hands-on resource for school social workers,psychologists, counselors, and administrators.

This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.

Murphy and his colleagues discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students. Focus is on core technologies of learning and teaching, organizational systems, and institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. Key concepts cover: defining the learning imperative; developing humanized and intellectual relationships for learning; laying the groundwork for dynamic, adaptive change; and building linkages with home and family.

Learn the principles of comprehensive professional development and motivate elementary school teachers to be more effective in the classroom! In Building Effective Professional Development in Elementary School, Judy Johnson presents a career-long and comprehensive approach to professional development that gives teachers the support they need to improve instruction and raise the levels of student achievement. Her book not only explains how to create and lead a successful PD program; it also offers practical advice for establishing a school culture that will encourage teachers to collaborate and self-motivate in an effort to improve instruction. Other topics include: Training to deepen content knowledge and expand the teaching repertoire; Identifying high-performing educators and helping them build upon their strengths; Using teaching demonstrations to enliven and diversify classroom practice; Creating an effective mentorship program that brings out the best in faculty members, regardless of experience level; Resolving problems with recruitment, dealing with disgruntled teachers, assessing teaching quality, and overcoming other obstacles preventing implementation of a comprehensive professional development program; And more!

Like no other book available, Working with Students with Disabilities: A Guide for School Counselors provides comprehensive coverage of school counselors’ roles in special education and working with students with disabilities and connects that coverage to both the ASCA national model and CACREP standards. In Working with Students with Disabilities, school counselors will find thoughtful analyses of the legal and regulatory basis for many of the practices in special education, including an overview of pertinent laws including the Individuals with Disabilities Education Improvement Act and Section 504 of the Rehabilitation Act. They’ll gain an in-depth understanding of the leadership role that school counselors should play in supporting students, teachers, and families, and they’ll also come away with an understanding of the common challenges—like bullying, cyberbullying, and successful transitioning from high school to adult life— to which students with disabilities may be more vulnerable, as well as less common challenges such as behavioral difficulties, autism spectrum disorders, and many more.