Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.

Teachers and productive pedagogies: contextualising, conceptualising, utilising

Abstract: Improving students' outcomes from schooling requires schools to be learning organisations, where both students and teachers are engaged in learning. As such, knowledge and talk about pedagogy need to be at the core of the professional culture of schools. This article argues that this will require the valuing of teachers' work, that is, their pedagogical practices, to be a central focus of educational policy. Dangers are associated with this argument in terms of understating the impacts of poverty, lack of funding to disadvantaged schools and other social factors such as the pressures of globalisation upon students' educational opportunities. Hence, while acknowledging the importance of pedagogy to students' outcomes, the article contextualises the argument through a recognition of the policy and structural conditions that work against the valuing of teachers and their work. It then conceptualises how, within this context, a focus on pedagogies can make a difference to students' academic and social outcomes from schooling. This conceptualisation utilises the productive pedagogies model of classroom practice, developed in a large Australian study of school reform, as an example of the forms of pedagogical practices that support students' achievement of academic and social outcomes. It is argued that such pedagogical practices ought to be a concern of teachers, school administrators, education systems and local communities interested in schools as learning organisations.

So much to do, so little time: care for the socially disadvantaged and the 15-minute visit

Abstract: There is so much to do in primary care, and so little time to do it. During 15-minute visits, physicians are expected to form partnerships with patients and their families, address complex acute and chronic biomedical and psychosocial problems, provide preventive care, coordinate care with specialists, and ensure informed decision making that respects patients' needs and preferences. This is a challenging task during straightforward visits, and it is nearly impossible when caring for socially disadvantaged patients with complex biomedical and psychosocial problems and multiple barriers to care. Consider the following scenario.

Designing Schools to Meet the Needs of Students Who Exhibit Disruptive Behavior

Abstract: This article offers an evaluation of a school-wide program designed to increase the institutional capacity of elementary schools to educate students who exhibit disruptive or externalizing behavior. The project included four elements: school organizational practices, a school-wide classroom management intervention, individual behavioral programs, and an advisory board. Two elementary schools serving large numbers of disadvantaged students were studied over a period of 2 years. Comparisons with two matched elementary schools indicated strong positive effects on the disciplinary actions of the schools and on the teachers' perceptions of their ability to work with children who exhibit disruptive behavior as well as the extent of shared goals among staff for working with disruptive behavior. Additionally, comparisons between target students (i.e., those who exhibited disruptive behavior), and criterion students indicated positive effects on the social adjustment, academic performance, and school survival skills of target students. T HE HARSH TRUTH IS THAT

Multiple senses of community: the experience and meaning of community

Abstract: This study contributes to the debate on the meaning of community and sense of community, and attempts to clarify the relationship between sense of community and civic and political participation. The authors interviewed 76 participants about their views and feelings about community. Forty-seven were active members of political parties, neighborhood and cultural associations, and volunteers helping disadvantaged people. Twenty-nine had never been involved in any kind of social or political group. Results showed that (a) the experience of community emerging from participants' discourse is not remarkably different from the academic meaning of community, and (b) the way individuals perceive community is linked both to sense of community and to civic and political participation. © 2009 Wiley Periodicals, Inc.

Motherhood and criminal desistance in disadvantaged neighborhoods

Abstract: Evidence from several qualitative studies has suggested that the transition to motherhood has strong inhibitory effects on the delinquency and drug use trajectories of poor women. Quantitative studies, however, typically have failed to find significant parenthood or motherhood effects. We argue that the latter research typically has not examined motherhood in disadvantaged settings or applied the appropriate statistical method. Focusing on within-individual change, we test the motherhood hypothesis using data from a 10-year longitudinal study of more than 500 women living in disadvantaged Denver communities. We find that the transition to motherhood is associated significantly with reductions in delinquency, marijuana, and alcohol behaviors. Moreover, we find that the effect of motherhood is larger than that of marriage for all outcomes. These results support the qualitative findings and suggest that the transition to motherhood—and not marriage—is the primary turning point for disadvantaged women to exit delinquent and drug-using trajectories.