Showing posts by Richard Feistman, Ph.D.
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CCE's blog team gathers to think about why they do the work that they do each day.
Richard Feistman shows how districts can turn program evaluation from a daunting task into a powerful tool for growth.
The complexity of the family-school relationship is so unique and ever-changing that pre-made, one-size-fits-all programs cannot accomplish the goals so many schools have for engaging families. Rather than a program, success lies in developing an ongoing process at the local level for systematically evaluating the needs of families and staff and then providing programs to meet those needs.
In the daily struggles of working as an educator, it is easy to forget the hidden problems faced by our students—one of the most important being whether they have a nighttime residence that is fixed, regular, and adequate.
After conducting interviews with 33 young adults with divorced parents, we learned that for the majority of the sample, the divorce resulted in a poorer relationship with their fathers, often because their feelings of loss could not be overcome or parents created a context where seeing dad was stressful. However, for nearly all of those whose relationships got worse immediately post-divorce (often in adolescence), relationships improved in young adulthood.