Childhood Education Senior Class – Policy P:? discuss the UN Children’s Rights Convention document?in the conclusion UNCRC_summary-1-1.pdfpolicypap
Childhood Education Senior Class – Policy P:
- Please note: Must cite/discuss the UN Children's Rights Convention document in the conclusion
a summary of the un convention on the rights of the child
article 1 (definition of the child) Everyone under the age of 18 has all the rights in the Convention.
article 2 (non-discrimination) The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.
article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.
article 4 (implementation of the Convention) Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights.
article 5 (parental guidance and a child’s evolving capacities) Governments must respect the rights and responsibilities of parents and carers to provide guidance and direction to their child as they grow up, so that they fully enjoy their rights. This must be done in a way that recognises the child’s increasing capacity to make their own choices.
article 6 (life, survival and development) Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential.
article 7 (birth registration, name, nationality, care) Every child has the right to be registered at birth, to have a name and nationality, and, as far as possible, to know and be cared for by their parents.
article 8 (protection and preservation of identity) Every child has the right to an identity. Governments must respect and protect that right, and prevent the child’s name, nationality or family relationships from being changed unlawfully.
article 9 (separation from parents) Children must not be separated from their parents against their will unless it is in their best interests (for example, if a parent is hurting or neglecting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this could cause them harm.
article 10 (family reunification) Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit and keep in contact with both of them.
article 11 (abduction and non-return of children) Governments must do everything they can to stop children being taken out of their own country illegally by their parents or other relatives, or being prevented from returning home.
article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.
article 13 (freedom of expression) Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
article 14 (freedom of thought, belief and religion) Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up.
article 15 (freedom of association) Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
article 16 (right to privacy) Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation.
article 17 (access to information from the media) Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them.
article 18 (parental responsibilities and state assistance) Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children.
article 19 (protection from violence, abuse and neglect) Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
article 20 (children unable to live with their family) If a child cannot be looked after by their immediate family, the government must give them special protection and assistance. This includes making sure the child is provided with alternative care that is continuous and respects the child’s culture, language and religion.
article 21 (adoption) Governments must oversee the process of adoption to make sure it is safe, lawful and that it prioritises children’s best interests. Children should only be adopted outside of their country if they cannot be placed with a family in their own country.
article 22 (refugee children) If a child is seeking refuge or has refugee status, governments must provide them with appropriate protection and assistance to help them enjoy all the rights in the Convention. Governments must help refugee children who are separated from their parents to be reunited with them.
article 23 (children with a disability) A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families.
article 24 (health and health services) Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Richer countries must help poorer countries achieve this.
article 25 (review of treatment in care) If a child has been placed away from home for the purpose of care or protection (for example, with a foster family or in hospital), they have the right to a regular review of their treatment, the way they are cared for and their wider circumstances.
article 26 (social security) Every child has the right to benefit from social security. Governments must provide social security, including financial support and other benefits, to families in need of assistance.
article 27 (adequate standard of living) Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this.
article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.
article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
article 30 (children from minority or indigenous groups) Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live.
article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
article 32 (child labour) Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate.
article 33 (drug abuse) Governments must protect children from the illegal use of drugs and from being involved in the production or distribution of drugs.
article 34 (sexual exploitation) Governments must protect children from all forms of sexual abuse and exploitation.
article 35 (abduction, sale and trafficking) Governments must protect children from being abducted, sold or moved illegally to a different place in or outside their country for the purpose of exploitation.
article 36 (other forms of exploitation) Governments must protect children from all other forms of exploitation, for example the exploitation of children for political activities, by the media or for medical research.
article 37 (inhumane treatment and detention) Children must not be tortured, sentenced to the death penalty or suffer other cruel or degrading treatment or punishment. Children should be arrested, detained or imprisoned only as a last resort and for the shortest time possible. They must be treated with respect and care, and be able to keep in contact with their family. Children must not be put in prison with adults.
article 38 (war and armed conflicts) Governments must not allow children under the age of 15 to take part in war or join the armed forces. Governments must do everything they can to protect and care for children affected by war and armed conflicts.
article 39 (recovery from trauma and reintegration) Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life.
article 40 (juvenile justice) A child accused or guilty of breaking the law must be treated with dignity and respect. They have the right to legal assistance and a fair trial that takes account of their age. Governments must set a minimum age for children to be tried in a criminal court and manage a justice system that enables children who have been in conflict with the law to reintegrate into society.
article 41 (respect for higher national standards) If a country has laws and standards that go further than the present Convention, then the country must keep these laws.
article 42 (knowledge of rights) Governments must actively work to make sure children and adults know about the Convention.
The Convention has 54 articles in total. Articles 43–54 are about how adults and governments must work together to make sure all children can enjoy all their rights, including:
article 45 Unicef can provide expert advice and assistance on children’s rights.
optional protocols There are three agreements, called Optional Protocols, that strengthen the Convention and add further unique rights for children. They are optional because governments that ratify the Convention can decide whether or not to sign up to these Optional Protocols. They are: the Optional Protocol on the sale of children, child prostitution and child pornography, the Optional Protocol on the involvement of children in armed conflict and the Optional Protocol on a complaints mechanism for children (called Communications Procedure).
For more information go to unicef.org.uk/crc/op
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ChAD 195 Senior Seminar
Policy Paper Instructions
Total Points for the Paper = 75
Reminders: Submit the paper to Canvas and bring a blank copy of the rubric to class on the due date. If you have any questions, problems, or concerns about the paper, you should:
Make an appointment to talk with me
Send me an email/Contact me on Canvas
Call me or see me before/after class
The paper must be at least 12 pages of text (title page, reference pages do not count) but no longer than 16 pages of text . The paper requires a minimum of 15 references (see below). Both in-text and full references should be in correct APA format. Use a reasonable 12-point font (Times, Times new Roman, Palatino) and one-inch margins. An Abstract and cover page are not required.
Format/Content of Written Policy Paper
Step 1 – Overview of the assignment:
Review current educational issues facing children in CA today. Decide on the issue that is most important or interesting to you and narrow down the topic to a reasonable scope. You will be preparing a document to take (hypothetically) to the Santa Clara County Board of Ediucation to implement in the following school year.
Step 2 – Paper Preparation
* After you have chosen a topic, find your references. You must have at least:
12 peer-reviewed research articles
2 policy references + 1 scholarly reference that guides the critical analysis of the existing
policies
2 statistics references (not from an article) from a credible web-site (UN, CDC, WHO, etc.)
Cite/discuss the UN Children’s Right’s Convention (see Canvas)
* Prepare and submit the Paper Proposal
* Prepare and submit the Paper Outline
Step 3 – Write the Final Draft
Introduction to Paper
Begin with an introductory paragraph that lays out the format and direction of the entire paper
Description of the educational issue/problem the policy will address (cite from your lit review)
Discussion of the importance of the topic in the context of child development research – provide
one or two sample results/citations and a sample statistic that shows the extent of the problem
Brief description of the policy you are proposing
Specific and concrete over-view of the paper content – “This paper will …..”
The introduction should not exceed 1 page.
Background/Statistics Related to Why this Policy is Necessary:
You will need to use background statistics to help you build your case for why this policy is necessary. That is, describe what we know about children, families, and communities that is directly relevant to your your education relevant policy. For example, if you were looking at “achievement gaps in English Language Learners” you will want statistics on the percent of children who are ELL, the percent of children who are ELL who are retained a grade, placed in special education, etc. Make sure that your statistics come from credible sources. Examples of credible sources include: The United Nations (UN/UNICEF), The Center For Disease Control (CDC), any federal, state or local governmental agency (look for a .gov), Kids Count, and Trends in Well-Being of America’s Children and Youth.
Research Based Rationale for the Policy:
Review of Existing Policy
For this section you will want to review existing federal, state, and county education policies that are relevant to your topic. Provide a critical analysis of at least two existing, relevant policies; that is discuss their strengths and weaknesses and indicate how your policy will draw on those strengths and address those weaknesses – support this disucssion with results from the lit review you provided in the previous section. You will need to cite the actual policies and at least one scholarly paper that discusses policy relevant to your topic and helps show the context or background or rationale for these policies. A strong paper will provide a review of more than one scholarly work that discusses relevant policies.
Detailed Components of the Proposed Policy:
Describe in detail what you are proposing to do. That is, don’t just say “have green places for plants and
animals”. Propose a specific way of implementing the policy at the school, district, or county level. For example, “Create vegetable and fruit gardens on all elementary school campuses. Teachers will supervise student gardeners and will create at least one garden-based environmental/earth studies science lesson plan per week”. Provide lots of details about what you are proposing, (who, what, how, where, when) and justify the inclusion of these elementse by referring back to the research and statistics you have already reviewed. For example: “Green (2020) found that children who attend schools with fruit/vegetable gardens are more physically fit, healthier, and have greater understanding of a healthy diet. Thus, each school will be required to create fruit and vegetable gardens.” The policy section must include a set of clearly articulated outcome goals (e.g., “Children will increase their consumption of fruits and vegetables. Children will also increase their knowledge of environmental science”). The goals should also be derived from the statistics and research reviewed in previous sections.
Program Evaluation:
Describe, in detail, how you will (1) evaluate the extent to which the policy has been implemented correctly (process) and (2) evaluate the impact this initiative has on children (outcomes). Thus, the evaluation should be linked to both process (the policy components, policy implementation) and outcomes (policy goals). For example, using the fruit/vegetable garden example, process evaluation would involve a plan to ensure that each school has a gardem, that students are the gardeners, and that teachers have weekly garden-based science lessons. Again, using the using the fruit/vegetable garden example, outcome evaluation would involve a plan to test the extent to which children have increased their consumption of fruits and vegetables and the extent to which they have improved their understanding of environmental science concepts for their grade. The following web-site can help you with developing and evaluation plan: Program Evaluation 101.
Conclusion:
Briefly summarize key points from the background statistics, existing policy, and research review. Then summarize main points from your policy proposal. Indicate how this policy fits in the bigger picture of improving children’s well-being (long-term outcomes) by, by improving their educational experiences. Finish by discussing how your policy proposal will will promote children’s rights in a more general sense (refer to the UN document on the Children’s Rights).
How to Write a Better Paper
Questions to Ask Yourself as You Construct the Policy Paper
Paul, R. & Elder, L. (2004). The miniature guide to critical thinking: Concepts and tools.
Dillon Bdeach, CA: The Foundation for Critical Thinking
1. Clarity: Without clarity, a reader cannot judge accuracy or relevance.
An example of an unclear thesis statement: “What can be done about the education system in
America?” What does the author consider a ‘problem’? A clearer statement would be:
“What can educators do to ensure that students learn the skills and abilities which help them function
successfully on the job and in daily life?”
A. Can I elaborate further?
B. Can I provide an example?
C. Can I illustrate what I mean?
2. Accuracy: Statements may be clear, but not accurate. For example: “Most overweight cats weigh
over 300 pounds.” This is where referencing and using scientific data is important.
A. How can we check that fact?
B. How can we find out if it is true?
C. How can we verify or test that?
3. Precision: Statements can be clear and accurate but not precise. Sometimes, precision makes a big
difference. For example: “Jack is overweight”. (Is he 500 pounds or 5 pounds overweight?)
A. Can I be more specific
B. Can I provide more relevant details?
C. Can I be more exact?
4. Relevance: How is the information connected to the question, thesis or topic? Statements can be
clear, accurate, and precise but not relevant. For example: {In a paper on education reform} “To meet
their emotional connectedness needs, research has shown that teachers often have pets, especially
small dogs such as Pugs and Chows or indoor short-hair domestic cats (ASPCA, 2007).”
A. How does this relate to the problem?
B. How does this bear on the problem?
C. How does that help with the issue?
5. Depth: Statements may be clear, accurate, precise, and relevant but lack depth and are superficial
because they over-generalize and fail to acknowledge the complexities of an issue. An example is the
anti-drug use campaign slogan “Just Say No”.
A. What factors make this a difficult problem?
B. What are some of the complexities of the problem?
C. What are some of the difficulties we need to deal with?
6. Breadth: Statements may be clear, accurate, precise, relevant, and deep, but lack breadth (i.e., they are
one sided). An example would be an explanation of an issue from either the liberal or conservative
perspective. The explanation may thorough and deep, but it only presents one side of the story and,
thus, may omit important information.
A. Do I need to look at this from another perspective?
B. Do I need to consider another point of view?
C. Do I need to look at this in other ways?
(Continues on the next page)
7. Writing Quality: Avoid basic writing errors that obscure your points and are awkward to read. These
include:
A. Using more than two direct quotes
B. Citing the literature review in an article rather than the results of the study (i.e., using “cited
froms”
C. Using the name of the article in the text – just cite by author(s) last name(s) and year
D. Using phrases like “The authors, Smith and Greene, they found that” (see clarity above)
E. Writing the literature review like a list (e.g., “The next article is…”)
8. Logic: When we think, we bring a variety of thought together into some kind of order. When the
combination of thoughts is mutually supportive, connected, and coherent it is “logical”. When that
combination is not mutually supportive, disconnected, contradictory, then it does not “make sense” or
is “not logical”.
A. Does this make sense as a whole?
B. Does the first paragraph fit with the rest of the paragraphs?
C. Does what I say follow from the evidence?
9. Significance: Does this issue really matter?
A. Is this the most important problem to consider?
B. Is this the central idea to focus on?
C. Have I focused on the most important facts?
10. Have I included all the required paper elements?
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Policy Paper
Policy Paper Preparation Assignment
This is the first of two assignments designed to get you started on, and prepared for, the policy term paper. The proposal is worth 30 points.
Policy Paper Proposal
In this assignment, you will present a brief proposal for your policy paper and how you will
address major required elements of the policy paper. All required desciprions in A-E must be paraphrased in your own words. The assignment, which should be at least two pages, will include:
A Specific Topic: describe what aspect of public education you would like to improve throug policy (e.g., greener schools, arts curriculum., professional development training for teachers with respect to technology; bilingual education; etc.)
1. The topic should be clear, concise, and specifc (e.g., improve academic achievement is a broad, general statement; PE is vague)
2. ________/2
B. A 3- to 5-sentence summary of the policy you will propose
1. The summary should describe: (a) the problem to be addressed (e.g., children suffer academically when funding for the arts are cut); (b) the focus of the policy (e.g., the require schools to use the arts to teach different subjects such that students receive arts education across the curriculum; and (c) the goals you want to achieve with the policy (e.g., infusing the arts throughout the curriclum will increase student engagement, improve achievement in math, literacy, and science, and enhance students creativity)
2. ________/3
1. Authority is constructed and contextual: https://researchbysubject.bucknell.edu/framework/auth
As you search for sources for statistics (C ) and existing policies (D) you will need to examine the following information in mind about the web sources you are looking for: Authority, Accuracy/Quality, Coverage, Credibility, Currency, Objectivity, Purpose, Relevance, and Reliability.
C. A 2- to 3-sentence description of the kinds statistics you will can use to show the policy you propose is needed.
1. Statistics can show data about child outcomes that are suboptimal (e.g., achievement, behavioral problems/referrals, college readiness); program gaps (e.g., percent of schools without X curriculum or Y type of personnel); resource gaps (e.g., percent of schools without access to science labs or ipads) or suboptimal practices (e.g., direct instruction, out-of-school suspensions), or something unique to your policy
2. The description should incude an explanation of why these statistics show a need for your policy.
3. Two examples of (a) a source of information for the statistics (e.g., https://nces.ed.gov/programs/digest/index.asp); and (b) a sample statistic (e.g., in 2015, 68.9% of schools in the US reported some form of violent incident on the school grounds)
4. ________/4
D. List two existing policies and a reference or link for the policies
1. Describe the policy in 2 sentences (e.g., FERPA (Family Educational Rights and Privacy Act) is a federal law that protects the privacy of students’ educational records: https://studentprivacy.ed.gov).
2. In one or two sentences describe potential strengths and weaknesses with the existing policy[footnoteRef:1] (e.g., schools can disclose without parent/student consent educational records to state and local authorities associated with the juvenile justice system; a strength is that students and parents can request corrections be made to the record if they believe it is inaccurate). [1: In the actual paper you will use research and statistics to provide evidence for why these are problems within existing policy, for the proposal think critically and draw on your knowledge from class materials to look at the strengths and weaknesses in existing policy.]
3. ________/6
As you prepare to search for research articles for part (E), watch the following video but don’t submit this information – it is background information:
Searching as strategic exploration: https://researchbysubject.bucknell.edu/framework/explor
You will want to articulate and clarify your information need. You may find the following steps useful:
1. Based on your topic, write a basic research question. (e.g. What is the effect of assigning homework on children’s achievement and motivation?)
2. Use your research question to create a brief list of search terms, synonyms, and related words that can be used to search for information. (e.g. homework, elementary school, achievement, academic success, motivation.)
E. Provide an annotated bibliography for 6 (six) peer-reviewed empirical research studies (published in the last 10 years) which demonstrate (1) why the lack of the proposed policy leads to negative outcomes for students and/or (2) why having the proposed policy would be beneficial.
1. Provide the full APA formatted reference
2. Describe the study goals/hypotheses
3. Describe the participants
4. Describe the indpendent (predictor) and dependent (outcome) variables(measures)[footnoteRef:2] [2: You won’t report this in the final paper, but this will help you flesh out the key results in the study]
5. Describe, accurately and concisely, the results that are directly relevant (i.e., support) your policy proposal
6. Describe how and why these results show the need for your proposed policy
7. ________/15
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I Intro A Brief statement of the education-relevant issue/problem B Why it is the topic important 1 sample stat and citation 2 sample result and citation C Brief description of the policy proposed to address the issue/problem D over-view of what the paper will do and cover
II Stats that show the current state with respect to your policy/need for the policy A Statistics 1 stat1 (citation) 2 stat2
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