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81.
82.
Jay Bainbridge Marcia K. Meyers Sakiko Tanaka Jane Waldfogel 《Social science quarterly》2005,86(3):724-745
Objectives. Has inequality in access to early education been growing or lessening over time? Methods. Using the October Current Population Survey education supplement from 1968 to 2000, we look at three‐, four‐, and five‐year‐olds' enrollment in early education—including center‐based care, Head Start, nursery school, prekindergarten, and kindergarten. Results. Our analysis shows a strong link between family income and early education enrollment for three‐ and four‐year‐olds, especially when we compare the bottom two and the top two income groups. These differences remain even after controlling for a large variety of factors, including race/ethnicity, maternal employment, family structure, and parental education. Conclusions. Inequality in early education by income group varies by age of child: it is most pronounced for three‐year‐olds, who have been the least likely to benefit from public early childhood education programs; it has diminished in the past decade for four‐year‐olds, who have been increasingly likely to have access to public prekindergarten programs; and it has all but disappeared for the five‐year‐olds, who now largely attend public kindergarten. This pattern suggests a potentially important role for public policy in closing the gap in early education between children of different income groups. 相似文献
83.
Jane Lewis 《Social Policy & Administration》2003,37(3):219-238
The UK has long been near the bottom of the EU “childcare league”. Attitudes of policymakers towards employment for the mothers of young children were ambivalent up to and including the Thatcher years, and the problem of “reconciling” work and family was historically deemed to be a private decision. This changed in 1998, when the Labour government put forward the first ever national childcare strategy. This paper argues that the aims behind the strategy were intimately linked to the attack on poverty and social exclusion in that: (1) efforts to stimulate provision focused on disadvantaged neighbourhoods; (2) subsidy was provided for early years education , rather than care (in order to give children a better start in life); and (3) stimulating provision was intended to promote women's employment, especially among lone‐mother families, thereby improving the material welfare of poor families. The means of expanding childcare have taken the form of a complicated set of demand‐ and supply‐side subsidies, reflecting the ongoing commitment to a mixed economy of childcare. The paper argues that this has implications for access and quality, and that there are tensions between the social investment approach to childcare on the one hand, and the desire to promote mothers’ employment on the other. 相似文献
84.
Margaret Harris Jane Harris Romayne Hutchison & Colin Rochester 《Social Policy & Administration》2002,36(3):291-305
This article explores the policy and organizational drives towards cooperation and merger within the voluntary sector. We draw together theoretical and empirical literature on the topic and identify six factors which may be hypothesized to be associated with a decision to cooperate in the voluntary sector: adverse macro-economic conditions; the search for an organizational niche; severe resource dependency; a drive for organizational growth; funders' concern about duplication of provision; and perceived crisis. We then present a case study which provides detailed data about the circumstances leading to a decision to merge by several independent voluntary agencies working in the HIV/AIDS field. We analyse the multiplicity of factors which drove the agencies and the complex interrelationships between those factors. Policy pressures, pragmatism and the personal values of key managers are found to be particularly important. Finally, we consider the implications of our study for policy analysis and future research. 相似文献
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88.
Beth S. Milton Lindsey Dugdill Lorna A. Porcellato R. Jane Springett 《Children & Society》2012,26(2):89-99
While studies have shown that adults use smoking to deal with stress, little research has been carried out with children to explore their perceptions of smoking as a coping strategy. Qualitative questionnaire and interview data were generated with children aged 9–11 years. Participants perceived that adults smoked to relieve boredom and stress, and suggested that children might smoke for the same reasons. Children were more likely to know that adults smoked to deal with stress if they lived in a deprived area. Girls were more likely to believe that some children need to smoke as a coping strategy. 相似文献
89.
Jane Duckett 《Social Policy & Administration》2001,35(3):290-306
During the 1980s and 1990s China has been experimenting with reform of its health insurance system. Based on a study of experimental schemes in several cities in eastern China in the late 1990s, this paper shows that the schemes' main problems are due to the vested interests of enterprises, hospitals, officials, and other beneficiaries of the pre-reform system. Reform policy has been implemented slowly, and local health insurance schemes have (1) suffered from poor participation rates, and (2) had difficulties balancing contributions into local government-run pooled funds with expenditures needed for medical treatment. These problems threaten the viability of the national programme announced in late 1998. The solution lies in improving local government capacity through effective legislation and training, but this will be difficult to achieve. 相似文献
90.
Beverly B. Koerin Marcia P. Harrigan Jane W. Reeves 《Journal of Social Work Education》2013,49(2):199-207
Abstract The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles. 相似文献