| Introduction |
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Educating Homeless Children and Youth: An Introduction |
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1 | (20) |
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What Is the Status of Homelessness? |
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2 | (2) |
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What Educational Problems Do Homeless Students Face? |
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4 | (2) |
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What Are Promising Practices for Educating Homeless Students? |
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6 | (8) |
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Where Do We Go from Here? |
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14 | (2) |
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16 | (2) |
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18 | (1) |
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19 | (2) |
| Part 1: Focus On The Student |
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Meeting the Developmental and Educational Needs of Homeless Infants and Young Children |
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21 | (24) |
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What Are the Developmental Needs of Infants and Young Children? |
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22 | (2) |
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What Are the Particular Needs of Young Homeless Children? |
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24 | (6) |
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What Practices Support the Development and Education of Young Homeless Children? |
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30 | (1) |
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What Practices Support Resilience in Homeless Infants and Young Children? |
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31 | (6) |
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What Services Are Necessary to Meet the Needs of Young Homeless Children? |
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37 | (4) |
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41 | (1) |
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Additional Resources: Children's Books about Homelessness |
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42 | (3) |
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Meeting the Educational Needs of Intermediate and Middle School Homeless Students |
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45 | (18) |
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What Developmental Issues Confront Homeless Middle School Students? |
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46 | (3) |
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How Can Middle Schools Address Educational Issues of Homeless Students? |
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49 | (6) |
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What Can Middle Schools Do to Improve Peer Awareness of Homelessness? |
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55 | (3) |
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58 | (2) |
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60 | (1) |
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Additional Resources: Homelessness Curriculum Materials for Middle School Students |
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61 | (2) |
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Meeting the Educational Needs of Homeless Youth |
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63 | (16) |
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What Is the Status of Homeless Youth? |
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63 | (1) |
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In What Contexts Do We Find Homeless Youth At-Risk? |
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64 | (4) |
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What Are Some Ways to Build Developmental Alliances with Homeless Youth? |
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68 | (3) |
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Where Do We Go from Here? |
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71 | (4) |
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75 | (2) |
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77 | (1) |
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78 | (1) |
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Moving to Educational Success: Building Positive Relationships for Homeless Children |
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79 | (20) |
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Relationships as a Focus for Educational Practice |
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80 | (5) |
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Building Positive Relationships: Strategies for Success |
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85 | (8) |
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Broader Perspectives: The Total School Picture and Policy Implications |
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93 | (1) |
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94 | (3) |
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97 | (1) |
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98 | (1) |
| Part 2: Focus On The Family |
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Resilience and Homeless Students: Supportive Adult Roles |
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99 | (16) |
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99 | (1) |
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100 | (2) |
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How Can Adults Foster Resilience in Children and Youth? |
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102 | (1) |
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How Does Homelessness Affect Families' Protective Roles? |
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102 | (3) |
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How Can the Family's Role Be Supported? |
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105 | (2) |
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How Can Other Adults Actively Support Homeless Children and Youth? |
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107 | (2) |
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109 | (2) |
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111 | (2) |
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113 | (1) |
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114 | (1) |
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Supporting Family Learning: Building a Community of Learners |
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115 | (20) |
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Parent Involvement in Children's Education: Roles and Challenges for Homeless Families |
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116 | (3) |
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Building a Community of Learning: Helping Homeless Parents to Help Their Children Succeed |
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119 | (7) |
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How Can I Establish a Community of Learning? Addressing the Basics |
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126 | (4) |
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An Opportunity for Today and The Future |
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130 | (1) |
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131 | (1) |
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132 | (1) |
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133 | (2) |
| Part 3: Focus On The School |
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Removing Educational Barriers for Homeless Students: Legal Requirements and Recommended Practices |
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135 | (30) |
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135 | (1) |
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Removing Barriers to Access |
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136 | (2) |
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The Stewart B. McKinney Homeless Assistance Act 3 |
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138 | (3) |
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141 | (3) |
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Implementing The Mckinney Act: Compliance Strategies |
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144 | (15) |
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159 | (6) |
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Building Effective Awareness Programs for Homeless Students among Staff, Peers, and Community Members |
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165 | (18) |
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How Can We Build Awareness and Support for the Learning Needs of Homeless Students Among Teachers and Staff? |
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166 | (5) |
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How Can We Build Awareness and Support for the Learning Needs of Homeless Students Among All Students? |
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171 | (3) |
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How Can We Build Awareness and Support for the Learning Needs of Homeless Students among Community Members? |
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174 | (4) |
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Conclusion: Where Do We Go from Here? |
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178 | (3) |
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181 | (1) |
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182 | (1) |
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Designing Effective School Programs for Homeless Students |
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183 | (20) |
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Components of Effective School Programs for Homeless Students |
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184 | (5) |
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Planning Effective School Programs for Homeless Students |
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189 | (1) |
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What Are the Steps for Designing Responsive School Programs? |
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190 | (8) |
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198 | (1) |
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198 | (2) |
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200 | (3) |
| Part 4: Focus On The Community |
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Advocating for Homeless Students |
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203 | (22) |
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204 | (4) |
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Effective Practices in Advocating for Homeless Students |
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208 | (14) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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224 | (1) |
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Enhancing Collaboration on Behalf of Homeless Students: Strategies for Local and State Educational Agencies |
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225 | (22) |
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Why Is Collaboration Important? |
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226 | (3) |
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What Is the Role of Collaboration in Serving Homeless Students? |
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229 | (1) |
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What Is the Nature of Collaboration? |
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230 | (2) |
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How Can Collaboration Serve the Multi-Faceted Needs of Homeless Students? |
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232 | (5) |
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How Can the Effectiveness of Collaboration Be Assessed? |
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237 | (3) |
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240 | (1) |
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What Electronic Resources Are Available for Educators? |
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240 | (3) |
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243 | (2) |
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245 | (2) |
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Educating Homeless Students: Linking with Colleges and Universities |
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247 | (19) |
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247 | (1) |
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Why Are College and University Linkages Important? |
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248 | (2) |
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What Do College and University Linkages Look Like? |
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250 | (8) |
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What Are the Elements of Successful Linkages? |
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258 | (2) |
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What Stages Can Be Anticipated? |
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260 | (1) |
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261 | (2) |
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263 | (2) |
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265 | (1) |
| Meet the Authors |
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266 | |
