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This Concept Map, created with IHMC CmapTools, has information related to: LOW SES & EDUCATIONAL ACHIEVEMENT, HUMAN DEVELOPMENTAL CHARACTERISTICS OF 15-24 YEAR OLDS ARE 99% + THE SAME 1% OF FACTORS ARE DIFFERENT VALUES ; FINANCIAL,COGNITIVE ,SOCIAL ,CULTURAL CAPITAL same language for same things that are not different 99% RISK FACTORS/ PROTECTIVE FACTORS as a language to replace 'poor" single parents etc BALANCE ALLOWS US TO TARGET STRENGTH BASE STUFF TO AMPLIFY EXISTING PROTECTIVE FACTORS RATHER THAN THE DEFICIT APPROCH OF TARGETTING AT RISK USE DAMPING STRATEGIES, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING a plethora of frameworks within which to explore SOCIAL DIMENSIONS OF LEARNING, METRICS OF POVERTY are used indiscriminately without appreciation of their methodological biases ???? ICSEA/SEIFA, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms MULTIPLE PROGRAMS WITH CROSS PROJECT COLLABORATION AD HOC ; POST HOCK; A PRIORI, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms HUMAN DEVELOPMENTAL CHARACTERISTICS OF 15-24 YEAR OLDS ARE 99% + THE SAME 1% OF FACTORS ARE DIFFERENT VALUES ; FINANCIAL,COGNITIVE ,SOCIAL ,CULTURAL CAPITAL, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING a plethora of frameworks within which to explore RESEARCH QUOTES, METRICS OF POVERTY are used indiscriminately without appreciation of their methodological biases ???? WELL BEING not POVERTY, RISK FACTORS/ PROTECTIVE FACTORS as a language to replace 'poor" single parents etc BALANCE ALLOWS US TO TARGET STRENGTH BASE STUFF TO AMPLIFY EXISTING PROTECTIVE FACTORS RATHER THAN THE DEFICIT APPROCH OF TARGETTING AT RISK USE DAMPING STRATEGIES the 1% difference ? Respecting culture means not trying to impose one value set over another. cultural imperialism, and assumes that the western notion of greater parental involvement in schooling and decision-making about the school is superior to other views about the roles and responsibilities of various educational stakeholders., CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms SOCIAL DIMENSIONS OF LEARNING, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING a plethora of frameworks within which to explore LOW SES RISK AND PROTECTIVE FACTORS, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms METRICS OF STUDENT ACHIEVEMENT DEFINED IN NARROW TERMS WITHIN DEFINED TIME FRAMES the 8 year rule for place based interventions, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING a plethora of frameworks within which to explore CROSS CULTURAL SAFE PLACE INTERVENTIONS, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms RISK FACTORS/ PROTECTIVE FACTORS as a language to replace 'poor" single parents etc BALANCE ALLOWS US TO TARGET STRENGTH BASE STUFF TO AMPLIFY EXISTING PROTECTIVE FACTORS RATHER THAN THE DEFICIT APPROCH OF TARGETTING AT RISK USE DAMPING STRATEGIES, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms RESEARCH QUOTES, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms LOW SES RISK AND PROTECTIVE FACTORS, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING the semantics of intent The Commonwealth government has committed to building a stronger, fairer nation where all Australians have the resources, opportunities and capabilities they need to: Learn (participate in education and training); Work (participate in employment, unpaid or voluntary work including family and carer responsibilities); Engage (connect with people, use local services and participate in local, cultural, civic and recreational activities); and Have a voice (influence decisions that affect them)., CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms THE WELLBEING LITERATURE MORE USEFUL THAN SIMPLE ses MEASURES, TOWARDS AND INFORMED DEBATE ON THE SOCIAL DIMENSIONS OF LEARNING a plethora of frameworks within which to explore SOCIAL OUTCOMES MEASURES, CROSS CULTURAL SAFE PLACE INTERVENTIONS some common factors/actors that seem to boundary space the paradigms SOCIAL OUTCOMES MEASURES, ???? The activities of a knowledge broker can include • developing an understanding of the needs of the different sectors and identifying opportunities for linkages • bringing individuals and sectors together in knowledge networks to exchange information and work together • helping groups communicate and understand each other’s needs and abilities • mapping, capturing, translating and distilling knowledge for exchange • providing the tools for others to capture, transfer, exchange and collaborate around knowledge • identifying and disseminating best practice • promoting the use of evidence in funding, planning and delivering services.