Jeremy Singer – författare

A call for community-based approaches to reducing the barriers that prevent regular attendance in K-12 schoolsIn Rethinking Chronic Absenteeism, Sarah Winchell Lenhoff and Jeremy Singer reframe chronic absenteeism as a symptom of a complex set of factors affecting the student, family, and community rather than simply an accountability metric for educators, schools, or districts. Lenhoff and Singer identify chronic absenteeism—often defined as missing 10 percent or more of instructional days—as an issue of social and economic inequality as much as an educational one, and they explore the role of K–12 schools and other organizations in solving this growing problem.The book is based on research conducted over eight years as part of a research-practice partnership with urban school systems in Detroit. Their results show the challenges of relying on school-based approaches to improve attendance, particularly in high absenteeism contexts where the causes of absenteeism are due to inequalities that are outside the scope of schools or districts to address.Lenhoff and Singer caution that school-based measures like punishments, parent fines, and even rewards can reinforce the social inequality that makes accessing school difficult. They stress that schools and districts should address factors within their purview: change the role of attendance-focused staff to act as navigators to help families remove barriers, improve school-home communication, help families access resources, and focus on building and sustaining positive relationships with students and families. The book also calls for broader societal change with recommendations for how policymakers, district and school leaders, and community partners can together adopt a more ecological approach to attendance.

This book places a focus on educational ecosystems – that is, understanding the complex nature of educational experiences and promoting a coordinated set of policy and practice solutions to address interrelated problems that manifest in school and student outcomes.Educational policy and politics have been dominated by school improvement initiatives that locate educational problems and solutions in schools themselves, rather than in the systemic and structural roots of those problems: segregation, poverty, and histories of compounding inequality. Youth outcomes that we associate with schools (e.g., achievement, attendance, graduation) are the consequences of systemic structural and environmental factors that interact with the lived experiences of students in their communities and schools. This insightful volume provides examples of how to understand and analyse educational issues ecologically and evidence on the opportunities and challenges with forging cross-sector partnerships to address educational issues ecologically.Thinking Ecologically in Educational Policy and Research will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. This book was originally published as a special issue of the Peabody Journal of Education.

This book places a focus on educational ecosystems – that is, understanding the complex nature of educational experiences and promoting a coordinated set of policy and practice solutions to address interrelated problems that manifest in school and student outcomes.Educational policy and politics have been dominated by school improvement initiatives that locate educational problems and solutions in schools themselves, rather than in the systemic and structural roots of those problems: segregation, poverty, and histories of compounding inequality. Youth outcomes that we associate with schools (e.g., achievement, attendance, graduation) are the consequences of systemic structural and environmental factors that interact with the lived experiences of students in their communities and schools. This insightful volume provides examples of how to understand and analyse educational issues ecologically and evidence on the opportunities and challenges with forging cross-sector partnerships to address educational issues ecologically.Thinking Ecologically in Educational Policy and Research will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. This book was originally published as a special issue of the Peabody Journal of Education.

A call for community-based approaches to reducing the barriers that prevent regular attendance in K-12 schools. In Rethinking Chronic Absenteeism, Sarah Winchell Lenhoff and Jeremy Singer reframe chronic absenteeism as a symptom of a complex set of factors affecting the student, family, and community rather than simply an accountability metric for educators, schools, or districts. Lenhoff and Singer identify chronic absenteeism—often defined as missing 10 percent or more of instructional days—as an issue of social and economic inequality as much as an educational one, and they explore the role of K–12 schools and other organizations in solving this growing problem. The book is based on research conducted over eight years as part of a research-practice partnership with urban school systems in Detroit. Their results show the challenges of relying on school-based approaches to improve attendance, particularly in high absenteeism contexts where the causes of absenteeism are due to inequalities that are outside the scope of schools or districts to address. Lenhoff and Singer caution that school-based measures like punishments, parent fines, and even rewards can reinforce the social inequality that makes accessing school difficult. They stress that schools and districts should address factors within their purview: change the role of attendance-focused staff to act as navigators to help families remove barriers, improve school-home communication, help families access resources, and focus on building and sustaining positive relationships with students and families. The book also calls for broader societal change with recommendations for how policymakers, district and school leaders, and community partners can together adopt a more ecological approach to attendance.

A call for community-based approaches to reducing the barriers that prevent regular attendance in K-12 schools

This book constitutes revised selected papers from the workshops held at the 28th International European Conference on Parallel and Distributed Computing, Euro-Par 2022, which took place in Glasgow, UK, in August 22–26, 2022Out of a total of 35 submissions 24 papers have been accepted, 19 of these are included in this book.They stem from the following workshops:- Workshop on Algorithms, Models and Tools for Parallel Computing on Heterogeneous Platforms (HeteroPar)- Workshop on Asynchronous Many-Task systems for Exascale (AMTE) - Workshop on Domain Specific Languages for High-Performance Computing (DSL-HPC)- Workshop on Distributed and Heterogeneous Programming in C and C++ (DHPCC++)- Workshop on Resiliency in High Performance Computing in Clouds, Grids, and Clusters (Resilience)In addition, the proceedings alsocontains 6 extended abstracts from the PhD Symposium.

This book constitutes revised selected papers from the workshops held at the 28th International European Conference on Parallel and Distributed Computing, Euro-Par 2022, which took place in Glasgow, UK, in August 22–26, 2022Out of a total of 35 submissions 24 papers have been accepted, 19 of these are included in this book.They stem from the following workshops:- Workshop on Algorithms, Models and Tools for Parallel Computing on Heterogeneous Platforms (HeteroPar)- Workshop on Asynchronous Many-Task systems for Exascale (AMTE) - Workshop on Domain Specific Languages for High-Performance Computing (DSL-HPC)- Workshop on Distributed and Heterogeneous Programming in C and C++ (DHPCC++)- Workshop on Resiliency in High Performance Computing in Clouds, Grids, and Clusters (Resilience)In addition, the proceedings alsocontains 6 extended abstracts from the PhD Symposium. 

This Festschrift is dedicated to Alan Mycroft who formally retired from the University of Cambridge after almost 40 years. Following a BA in Mathematics from the University of Cambridge in 1977, Alan took the Diploma in Computer Science in 1978. He then completed a PhD in Edinburgh in 1981 on Abstract Interpretation and Optimising Transformations for Applicative Programs under the supervision of Rod Burstall and Robin Milner. After an EPSRC postdoctoral fellowship at Edinburgh and a research assistant position at Chalmers University, he returned to the University of Cambridge in 1984 and remained there until his retirement in 2023.Alan is well-known for pioneering contributions to programming language theory and applications, covering both design and implementation. His work ranges from compilation and optimisation techniques, through semantics, static analysis, and type systems, to parallel, concurrent, and dataflow programming. He co-created the Norcroft C compiler with Arthur Norman, he co-authored the book Java 8 in Action: Lambdas, Streams, and Functional-Style Programming, and he co-founded the Raspberry Pi Foundation, a hugely successful initiative to develop programming skills and thinking for all ages.In addition to his excellent research profile, Alan has been an inspiring teacher, mentor, and collaborator, always generous with encouragement and feedback. The impact and scope of his career is reflected in the breadth of topics in this volume, a fitting tribute to him.