Annotated Bibliography
Introduction
Children involved in the systems of education and child welfare systems experience a great deal of obstacles that hinder their ability to become successful in their studies. This implies that there is a need for collaboration between these systems in order to improve the status and ability of these children. The purpose of this annotated bibliography is to outline articles that explain the significance of child welfare and education system collaboration by considering the obstacles and strategies.
Langworthy, S., Robertson, L., Bhakta, S. (2016). Building Collaborations Across Child
Welfare and Education Systems: MINNESOTA CHILD WELFARE AND EDUCATION FOCUS GROUP REPORT. University of Minnesota.
In this article, the authors assessed the challenges experienced by professional working in child welfare as well as educational systems in Minnesota. Bearing this in mind, Langworthy et al. (2016) questioned professionals in these areas to pinpoint obstacles to cooperating across systems and executing best practices through an online survey. This is largely owing to the fact that children included in the child welfare system every so often face significant obstacles to accomplishing academic success.
The survey included 52 participants of which 42 percent worked within the school systems, 36 percent in the county social services and the other 22 percent worked in both of the systems. Outcomes of the study showed four key barriers including high quality, system barriers, and data reporting and creative solutions.
The importance of this article is that not only does it delineate the challenges being faced by professionals within the child welfare and education systems, it also pinpoints some of the solutions that can be employed in order to overcome the barriers. This will facilitate fitting provision of ideal services for children and families within Minnesota.
Shannon, P., Cook, T. (2014). Resources for Child Welfare Professionals Working with Families from Refugee Backgrounds. Center for Advanced Studies in Child Welfare.
The article delineates information as well as resources to aid child welfare employees in rendering culturally receptive, fitting services to satisfy the distinctive necessities of families with refugee upbringings. In particular, this guide consists of particular resources for Burma and Bhutan, which are the novel communities in Minnesota.
This is largely for the reason that the state of Minnesota hosts more individuals with refugee experiences per capita in comparison to any other state in America. In the past decade, the groups relocating to the state have been progressively diverse and from new refugee societies within their work. Child welfare workers might come across individuals from new refugee societies in their work.
The main benefit of this article is that it gives guiding principles...
Education today has become more interesting and challenging than it has ever been before. This is particularly the case with the teaching and learning of English as a second language. Immigrants to the United States and other English speaking countries, for example, are faced with the challenge of not only learning a new language sufficiently to be able to communicate in their new environment, but also of fitting in with
Educational Budget Cuts Will children of today become leaders of tomorrow? Unfortunately, this looming question continues to resonate in the hearts and minds of many parents and educators. Today, many elementary and high schools throughout the United States are receiving less state funding than last year in at least 37 states, and in at least 30 states school funding now stands below 2008 levels -- often far below (Fabian, 2011). How
Learning communities need to be established, led by nongovernmental organizations, churches, women's groups, public schools, and others from a diversity of each society that engages in adult learning. Meantime, global capitalism's forces have fully "infiltrated universities" and have "incorporated" global thinking into a great deal of adult education as well; hence, professor Peter Jarvis asserts that traditional adult education necessarily must develop a new approach to "counteracting the forces of
54) the student want to know what they will need to know for the test and this paradigm is frustrating because it support subsistence learning, i.e. learning just what you need to know and no more. Subsistence learning does not support or foster independent though and educators answering the questions the student ask with formal preparation material, especially very specialized material would seem to be ethically murky and frustrate
On the other hand, Bennett's model has also inspired me to learn more about cultures other than my own, as well as how to be more culturally sensitive. This helps me in terms of mediating between teachers, students, and parents, many of whom are still burdened by prejudice, even if this is benign and not necessarily known to the individuals involved. I have learned to handle this in a subtle
232). References Ashley, O.S., Brady, T.M., & Marsden, M.E. (2003). Effectiveness of substance abuse treatment programming for women: A review. American Journal of Drug and Alcohol Abuse, 29(1), 19. Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 371. Dane, B. (2000). Child welfare workers: An innovative approach for interacting with secondary trauma. Journal of Social Work Education, 36(1), 27. Dodds, T.L. (2006). Defending America's children: How the
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now