Homeless Children in the Schools: Educational Considerations

Stormont-Spurgin, Melissa; Reus, Lee Ann De

doi:10.1002/j.2164-4683.1995.tb00101.x

Cited by 2 publications

(2 citation statements)

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“…Although many of these articles are descriptive in nature, they collectively depict school-level practice-as indicated by key actors' role descriptions-to be quite unstandardized. School counselors, for instance, are variably characterized as lead agents in creating awareness about student homelessness (Daniels, 1992), providing classroom-level guidance to individual teachers how to best work with homeless students (Walsh & Buckley, 1994), ensuring that McKinney-Vento stipulations are upheld throughout the school (Strawser, Markos, Yamaguchi, & Higgins, 2000), and offering emotional and psychological counsel to individual homeless students (Stormont-Spurgin & De Reus, 1995). Table 2 highlights similarly diverse role conceptualizations for school social workers and teachers.…”

Section: Support Mechanisms For Homeless Studentsmentioning

confidence: 99%

“…School counselors Baggerly and Borkowski (2004) Social service delivery Daniels (1992) Awareness of student conditions Daniels (1995) Central actions in meeting student needs Stormont-Spurgin and De Reus (1995) Counseling and social service delivery Strawser et al (2000) Student engagement and policy implementation Wall (1996) Social service delivery and program coordination Walsh and Buckley (1994) Counseling, classroom guidance, consultation, and coordination School social workers Freeman (1994) Service delivery Hernandez Jozefowicz-Simbeni and Israel (2006) Policy implementation Markward (1994) Policy implementation Moroz and Segal (1990) Service delivery and policy implementation Timberlake and Sabatino (1994) Child advocacy and service delivery Teachers…”

Section: Rolementioning

confidence: 99%

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A Critical Analysis of the Research on Student Homelessness

Miller

2011

Review of Educational Research

124

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Since the onset of the economic recession, rates of student homelessness have increased rapidly in urban, suburban, and rural school districts throughout the United States. Despite the widespread urgency of the issue, there is a lack of general coherence in the research about how diverse conditions of homelessness affect students and how schools and communities can best serve them. This literature review attempts to deepen scholars' understandings of such matters by examining (a) homeless students' school experience in comparison to that of other students, (b) federal policy's shaping of homeless students' rights and opportunities, and (c) homeless students' key support mechanisms. The author suggests that these three focus areas provide foundational insights into the nature and extent of students' opportunities to succeed in school. Although homeless students' experiences are noted to be similar to those of residentially stable low-income students, they appeared to be distinguishable based on their high rates of isolation and school mobility. The McKinney-Vento Homeless Assistance Act was found to have profound formative influences on the wider field of practice, but its full implementation is limited by the disconnected nature of students' diverse support mechanisms. Based on the findings, the author suggests that researchers and practitioners consider the people, places, and policies that affect students in more holistic manners-as networks of practice.

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Section: Support Mechanisms For Homeless Studentsmentioning

confidence: 99%