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Educational Interests (educational + interest)

Distribution by Scientific Domains

Humanities and Social Sciences	50%

Selected Abstracts

ENSURING AUTHENTIC YOUTH PARTICIPATION IN DELINQUENCY CASES: CREATING A PARADIGM FOR SPECIALIZED JUVENILE DEFENSE PRACTICE

FAMILY COURT REVIEW, Issue 3 2007
Patricia Puritz
In delinquency courts, juvenile defense attorneys are essential for guaranteeing children's due process rights and encouraging their meaningful participation in the proceedings. Yet, indigent defense delivery systems are largely failing youth accused of committing crimes. This article highlights the importance of developing systems that support the highly specialized practice area of juvenile defense. To protect their clients' rights and meet their ethical obligations, juvenile defense attorneys must zealously advocate for their clients' expressed interests and must strategically address the biases and misunderstandings prevalent in delinquency courts. Specifically, defense attorneys must vigorously challenge systemic race, class, and gender injustices; incorporate expert knowledge of youth development into their advocacy; and protect clients' mental health and educational interests. Such holistic representation promotes rehabilitation and reduces recidivism. Because of numerous obstacles that currently impede defense attorneys from engaging in such exemplary practice, systemic reforms are necessary to support high-quality defense representation and, ultimately, ensure that youths' rights are protected. [source]

Ethics Research: an Accounting Educator's Perspective

AUSTRALIAN ACCOUNTING REVIEW, Issue 38 2006
K. A. VAN PEURSEM
This review of ethics education in accounting shows the contributions of, and gaps in, existing work. The investigation can contribute directly to an ethics educational program, while shedding light on topics that could be usefully extended. The paper is structured uniquely for educational interests by forming primary categories around the needs of the educational manager and the classroom educator; subcategories are drawn from the literature itself. The analysis anchors on McDonald and Donleavy's (1995) review and looks to studies published in the decade between 1995 and early 2005. [source]

Investing in children's futures: enhancing the educational arrangements of ,looked after' children and young people

CHILD & FAMILY SOCIAL WORK, Issue 1 2000
Francis
This paper reports on selected findings of a small-scale study which examined the educational experiences of a group of children ,looked after' away from home in the former Lothian Regional Council. While it is claimed that the advent of a new Scottish parliament heralds an opportunity to construct a more inclusive society in Scotland, it is clear from all the research conducted to date that one excluded group, children who are in public care, experience significant educational disadvantages and that both the scale and persistence of the problem demand urgent measures. A brief review of the literature is offered and a number of explanations for the poor educational performance of this group of children are considered. It is argued that the difficulties experienced by looked after children arise from the interplay of a variety of social, structural and professional factors and that efforts to redress the disadvantages must take account of all these factors. The paper briefly considers the origins and philosophy of the Scottish Children's Hearings System and argues that it could fulfil a more proactive role in safeguarding and promoting looked after children's educational interests. Finally, the key features of a strategic approach are outlined, highlighting the need for effective collaboration in policy and practice. [source]

Educated for the 21st century?

CHILDREN & SOCIETY, Issue 4 2000
John Tomlinson
Using cameos of children whose schooling spans the millennium and of teachers' attempts to foster their individuality and talents under pressures for conformity, we question whether the long-term educational interests of pupils are being fully served. We suggest that even for the secure and stable majority the school curriculum has serious shortcomings in limiting the freedom and creativity of teachers and in prioritising technicist over humane values. Moreover, the goal of social inclusion depends considerably on educational inclusiveness. We ask whether the depth of social and psychological disadvantage in Britain is within the capacity of the current system to correct. Copyright © 2000 John Wiley & Sons, Ltd. [source]