Beyond Backpacks and Bus Tokens: Next Steps for a District Homeless Student Initiative

Autor/inn/en	Hallett, Ronald E.; Low, Justin A.; Skrla, Linda
Titel	Beyond Backpacks and Bus Tokens: Next Steps for a District Homeless Student Initiative
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 6, S.693-713 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1050898
Schlagwörter	Homeless People; Intervention; School Districts; Board of Education Policy; Qualitative Research; Case Studies; Student Needs; Federal Legislation; At Risk Students; Access to Education; Interviews; Documentation; Content Analysis; Poverty; Administrator Role; Administrator Attitudes; Federal Aid; Principals; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; School district; Schulbezirk; Qualitative Forschung; Case study; Fallstudie; Case Study; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Interviewing; Interviewtechnik; Dokumentation; Inhaltsanalyse; Armut; Principal; Schulleiter; Kalifornien
Abstract	How policies get translated and enacted by school districts frame how students experience reforms associated with federal law. This qualitative case study of a Northern California school district explores the importance of integrating homeless student initiatives within all aspects of the district functioning. Drawing from the equity framework of Skrla, McKenzie, Scheurich, and Dickerson (2011), the authors investigate the roles of the administrative, political, and professional systems as a school district enacts McKinney-Vento mandates. Findings suggest the following: (1) the complexity of HHM student experiences require more than counting students; (2) districts should consider how HHM students and associated programming fit within the district mission; and, (3) the educational needs of HHM students exceed access to school sites. Based upon these findings, states and districts should track HHM student performance in order to more fully understand the needs of this marginalized population as well as to evaluate initiatives designed to serve these students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01