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Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.
Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act’s mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders. Book Features: Guidance for understanding and implementing the law and tools for training staff. Case studies that include the voices of students, families, and practitioners. Questions and activities to facilitate professional development discussions. “I have worked in this realm for more than a decade and, sadly, the numbers of homeless families and children continue to rise. The information and strategies identified within the pages of this book will prove to be an invaluable resource to the work of counselors, school personnel, teachers, administrators, and advocates for homeless students.” —Melissa Schoonmaker, Los Angeles County Office of Education “Homelessness brings an array of daunting challenges to students, families, and schools. As more and more communities are experiencing these challenges throughout the US, Dr. Hallett and Dr. Skrla have skillfully developed a critical new resource that can help those in most need. I admire their work!” —Peter Miller, University of Wisconsin–Madison
Students experiencing homelessness often face overwhelming obstacles that limit both their access to education and their prospects for success in life. The McKinney-Vento Act (1987) was created to ensure that schools provide services that support students in unstable housing situations but, unfortunately, effective implementation of important provisions continues to be elusive. In addition, adults charged with McKinney-Vento implementation in schools voice frustration with overload and lack of support or consistent resources. Through interviews with youth experiencing homelessness, Aviles de Bradley introduces readers to their remarkable resilience under fire and their determination to thrive despite the systemic inequities they encounter daily. The book also explores how poor people of colour experience and interface with social institutions, namely schools, and uncovers important connections between homelessness and racism using a Critical Race Theory framework. Readers are challenged to see McKinney-Vento implementation not as charity, but as an issue of legislated social justice and to work towards educational equity for students experiencing homelessness.
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines. “Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, professor, California State University, Fresno “Chock-full of contemporary and historical examples, this book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” —Suzanne M. Wilson, University of Connecticut
This seminal work on homeless students and our responsibility to them provides far-reaching research, effective intervention programs, and guidelines for teaching homeless students.
"At a time when schools are increasing attention to students' social and emotional development, this book gives educators practical strategies for supporting a specific segment of their population--highly mobile students. The practical guide also helps schools consider the experiences of parents in the school transition process"--
Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness. Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

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