This document summarizes research on initiatives to improve the educational outcomes of children in foster care. It begins with a health warning about limitations of existing research. The presentation then outlines that children in foster care generally have poorer educational attainment than others. Several explanations for this are provided. The document reviews research on practice-focused, systems-focused and program-focused initiatives. Three recent research studies on tutoring by foster parents, paired reading interventions, and intensive Swedish programs are summarized. The conclusion emphasizes the importance of education for foster youth and the need for more validated initiatives while also considering professional experience.
The Future of Teaching: Professionalism, Partnerships and Privatisationhowardstevenson
There are a significant number of embedded hyperlinks - it is necessary to download the file to access these. Click on the file title just above this text - the download option appears from there. I have also added some notes to each slide if you are reading this without hearing the accompanying lecture.
Power point over samenleving 1.0 versus samenleven 3.0 als onderdeel van mijn voordracht op de Inspiratiedag Digitale Media & School op 22 maart 2012 in Tilburg
The Future of Teaching: Professionalism, Partnerships and Privatisationhowardstevenson
There are a significant number of embedded hyperlinks - it is necessary to download the file to access these. Click on the file title just above this text - the download option appears from there. I have also added some notes to each slide if you are reading this without hearing the accompanying lecture.
Power point over samenleving 1.0 versus samenleven 3.0 als onderdeel van mijn voordracht op de Inspiratiedag Digitale Media & School op 22 maart 2012 in Tilburg
This presentation is based on ATC specification document number C610‐ATC‐Y‐RSP‐CRG03‐50008 revision 1.0 and Production for 1000 holes / shift – 8 hours / shift, Automatized production and positioning and Tunnel working environment and safety.
"Preparing Army Aviation for the Future The US Army has been making great strides in Aviation advancement. Due to the mountainous terrain and extreme climate conditions faced in the Afghan and Pakistani theaters, The US Army has increased focus and resources on Helicopters and UAVs to provide support, transportation, intelligence, deadly force and to rescue troops as they combat the insurgency.
IDGA’s Army Aviation 2010 is the premier event in the US that examines the link between emerging requirements, technology, and the long term focus of US Army Aviation Programs. Through a combination of technical examination sessions and key case studies, we will identify performance of current aviation systems platforms, potential growth areas, and the long term focus of the US Army Aviation community.
"
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CWISH from the day of its establishment has been rigorously working for ensuring the rights of children and this year too we could bring change in the lives of vulnerable children. This was possible by adopting various strategies and working directly with children, school, and communities to advocating on promoting children's rights in community, district and National level.
CWISH conceptualized campaigns like Green Flag Movement against child labor and Youth in Black Cap against Child Sexual Abuse which has been success to create a momentum in reducing violence against children.
Nepal is in the process of drafting new constitution. In this context, CWISH engaged with members of constitutional assembly, parliament and the civil society to ensure children's right in the constitution. Further, CWISH instigated to review 25 years of Convention on the rights of Child (CRC) in Nepal which is in the process to document achievements, learning, challenges and providing recommendations.
LA SEGUNDA REVOLUCIÓN DEL ECOMMERCE: LA UBICUIDAD, DISPOSITIVOS MÓVILES Y SU ...Marcos Pueyrredon
Material de apoyo del plenario dictado por Marcos Pueyrredon, VP para America Latina de VTEX y Presidente del Instituto Latinoamericano de Comercio Electronico eInstituto junto con Federico Malek Fundador y CEO de Avenida.com en el marco de del MOBILE TRANSFORMATION MMA FORUM ARGENTINA 2015 organizado por ma Mobile Marketing Association en el Hotel Park Hyatt +Info y detalles en: http://www.mmaglobal.com/forumargentina2015
Development of occlusion 2 /certified fixed orthodontic courses by Indian den...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
La paradoja del derecho de la cultura en el Perúpipazos
Exposición de Felipe Gamboa en la mesa sobre Derecho y Cultura del Segundo Encuentro Nacional de Cultura 2012. Escuela Nacional de Bellas Artes, Lima, 15 de agosto de 2012.
Your program serves families, but does it really? Are your programs aimed at children while the parents mostly watch – or
vice versa? What if your program could truly engage family members of all ages in learning together?
This program highlights what the research tells us about the characteristics of strong families, family leisure behavior, and family learning in nonformal settings and provide strategies for strengthening your approach to whole family learning.
2014 254102 Professional and Ethical Practice writing workshop 1Martin McMorrow
This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first assignment in the course.
This presentation is based on ATC specification document number C610‐ATC‐Y‐RSP‐CRG03‐50008 revision 1.0 and Production for 1000 holes / shift – 8 hours / shift, Automatized production and positioning and Tunnel working environment and safety.
"Preparing Army Aviation for the Future The US Army has been making great strides in Aviation advancement. Due to the mountainous terrain and extreme climate conditions faced in the Afghan and Pakistani theaters, The US Army has increased focus and resources on Helicopters and UAVs to provide support, transportation, intelligence, deadly force and to rescue troops as they combat the insurgency.
IDGA’s Army Aviation 2010 is the premier event in the US that examines the link between emerging requirements, technology, and the long term focus of US Army Aviation Programs. Through a combination of technical examination sessions and key case studies, we will identify performance of current aviation systems platforms, potential growth areas, and the long term focus of the US Army Aviation community.
"
Grab a Brand New 2011 Chevrolet Corvette Coupe and Convertible near Middletown CT. Have you been looking for a 2011 Chevrolet Corvette Coupe and Convertible but haven't found one near New London or New Haven CT? Check out our Grossman Chevy Corvette Coupe and Convertible dealers in CT near Norwich, New London, Hartford, Middletown, and New Haven CT. http://www.GrossmanChevy.com/
CWISH from the day of its establishment has been rigorously working for ensuring the rights of children and this year too we could bring change in the lives of vulnerable children. This was possible by adopting various strategies and working directly with children, school, and communities to advocating on promoting children's rights in community, district and National level.
CWISH conceptualized campaigns like Green Flag Movement against child labor and Youth in Black Cap against Child Sexual Abuse which has been success to create a momentum in reducing violence against children.
Nepal is in the process of drafting new constitution. In this context, CWISH engaged with members of constitutional assembly, parliament and the civil society to ensure children's right in the constitution. Further, CWISH instigated to review 25 years of Convention on the rights of Child (CRC) in Nepal which is in the process to document achievements, learning, challenges and providing recommendations.
LA SEGUNDA REVOLUCIÓN DEL ECOMMERCE: LA UBICUIDAD, DISPOSITIVOS MÓVILES Y SU ...Marcos Pueyrredon
Material de apoyo del plenario dictado por Marcos Pueyrredon, VP para America Latina de VTEX y Presidente del Instituto Latinoamericano de Comercio Electronico eInstituto junto con Federico Malek Fundador y CEO de Avenida.com en el marco de del MOBILE TRANSFORMATION MMA FORUM ARGENTINA 2015 organizado por ma Mobile Marketing Association en el Hotel Park Hyatt +Info y detalles en: http://www.mmaglobal.com/forumargentina2015
Development of occlusion 2 /certified fixed orthodontic courses by Indian den...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
La paradoja del derecho de la cultura en el Perúpipazos
Exposición de Felipe Gamboa en la mesa sobre Derecho y Cultura del Segundo Encuentro Nacional de Cultura 2012. Escuela Nacional de Bellas Artes, Lima, 15 de agosto de 2012.
Your program serves families, but does it really? Are your programs aimed at children while the parents mostly watch – or
vice versa? What if your program could truly engage family members of all ages in learning together?
This program highlights what the research tells us about the characteristics of strong families, family leisure behavior, and family learning in nonformal settings and provide strategies for strengthening your approach to whole family learning.
2014 254102 Professional and Ethical Practice writing workshop 1Martin McMorrow
This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first assignment in the course.
Home Location as a Predictor of Academic Performance of Children with Learnin...YogeshIJTSRD
The study sought to examine home location as a predictor of academic performance of children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The study design was the purposive survey. The study population was made up of all children with learning disabilities in primary schools in the Buea Municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data was analyzed using Epi data and result presented in frequencies, and proportions. Multiple Responses Analysis was also used for the grounding of concepts that emerged from the open ended questions. Chi Square test of equality of proportions was used to compare proportions for significant difference. Relationship between conceptual components was accessed using Spearman Rho Correlation test. Findings from the study indicated that there was a significant relationship between home location and academic performance of children with learning disabilities. Conclusively, there was a significant relationship between home location and academic performance of children with learning disabilities. This means that for persons with learning disabilities to academically perform well in school, the home factor towards education must be taken into consideration such as home location. Dr. Esonwo Emeaka Francisca | Dr. Ojong Angela Ojong "Home Location as a Predictor of Academic Performance of Children with Learning Disabilities in the Buea Municipality, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41313.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/41313/home-location-as-a-predictor-of-academic-performance-of-children-with-learning-disabilities-in-the-buea-municipality-south-west-region-of-cameroon/dr-esonwo-emeaka-francisca
Teachers' Perception of Teaching Family Life Education in Public Secondary Sc...ijtsrd
this study determined teachers' perception of teaching family life education in secondary schools in Anambra State. The study was anchored on Social Learning Theory SLT . A descriptive survey design was used for this study. The population of the study comprised 2700 teachers drawn from the state public secondary schools in the six education zones in Anambra State. The sample size was 810 teachers drawn from 257 schools in the selected zones. A structured questionnaire was used for data collection. Face and content validity techniques were used in validating the instrument while Cronbach Alpha method was used in reliability test and a coefficient of 0.85 was obtained. T test was used to test the hypotheses formulated at 0.05 level of significance. The result indicated that the difference in male and female teachers' perception regarding teaching family life education was significant and that the difference in the mean rating of male and female teachers' perception of the contents of the curriculum on family life education was also significant. It was therefore concluded that teachers in secondary schools in Anambra State perceive that family life education be taught. But that the teaching of family life education in secondary schools in Anambra state was hampered by various factors, including insecurity of parents, lack of training, religion and culture. Sequel to this, it was recommended that family life education should be taught from Junior Secondary School to Senior Secondary and the best ways of encouraging interest and commitment to this subject need to be devised. Onyekwelu Njideka Phina | Ibeto Michael Uchenna "Teachers' Perception of Teaching Family Life Education in Public Secondary Schools in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31191.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31191/teachers%E2%80%99-perception-of-teaching-family-life-education-in-public-secondary-schools-in-anambra-state/onyekwelu-njideka-phina
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
Leading Learning Behaviour and AttendanceNick Burnett
Despite continued improvement in academic standards across most of the Asia Pacific Region, an unacceptable proportion of children become disaffected with school, resulting in poor learning behaviour, lack of progress, declining attendance or lack of inclusion in school.
Similar to [International] Matheson, I. (2011). The education of children and young people in care: Research on what works. IFCO 2011. (20)
(Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care.
Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.
This presentation will outline the evolution and evaluation of the Bookworm Club, an Ontario- based, provincial literacy program for children living in out-of-home care (modeled on the UK- based Letterbox Club) in grades one to eight. Participants in the program receive packages containing developmentally appropriate books and related materials, mailed personally to children in their out-of-home placement once a month for six months.
We will provide: 1) an overview of the program evolution and growth; 2) findings from the 2012 pilot program evaluation that involved 131 children and their caregivers and, 3) findings from the 2013 program which grew to include 532 children and their caregivers.
A mixed-methods research design was used in both evaluations involving a quantitative (pre and post-test) and a qualitative component (telephone interviews with caregivers and letters written from participating children). The following areas were explored via questionnaires both before and after participation: child`s self-esteem, child`s motivation for reading, child-caregiver relationship (according to the child), child-caregiver relationship (according to the caregiver), caregiver expectations of the child, and the placement literacy environment.
Key findings relate to the process of growing the Bookworm Club within the province of Ontario, and the findings of the 2012 and 2013 program evaluations which highlight the impact of the program on participating children and their caregivers along with key areas for enhancing the program. For example, the 2012 program pilot evaluation indicated that children's motivation for reading significantly increased during the six months of participation in the Bookworm Club.
This case example from one child welfare community (Ontario, Canada) demonstrates how an evidence-informed practice initiative has been evaluated and grown to full-scale provincial implementation. The continued evaluation of the program and the unique method of obtaining feedback from participating children as part of the evaluation stand out as distinctive features and have implications for the field of child welfare internationally. This presentation will outline the relevance of this literacy program and evaluation process to the child welfare community internationally.
Research on school attainment repeatedly shows poor outcomes in school achievements for young people in care and for those who are ageing out of care (Trout et al., 2008). Furthermore, their educational careers are characterized by delays and detours (Courtney et al., 2010). However, a social work perspective in (residential) care typically does not focus on this attainment gap, but on behavioral problems of young people living care. Learning and education of these young people are considered to be the duty of school, whereas professionals in care are emphasizing the treatment of young people in order to facilitate school attendance. (Gharabaghi/Groskleg, 2010). The findings of our study on young people who left care and made their way to higher education ("Higher Education without Care Leavers") suggests a reverse perspective that accounts for the meaning of education in coping with adverse life events and stabilizing life course. Informed by a life course perspective, the analysis of twenty-eight narrative interviews of young adults who aged out of care reveals the variety of the meaning of education in their life stories and the importance of educational careers for other life trajectories (accommodation, family relationships, leisure activities). The paper first maps the different meanings of education in the life stories of young people who left care and then suggests a typology of educational careers in the context of critical life-course transitions. The paper concludes with practice implications and suggestions how to support the protective factor of education in the life of young people in care and who are ageing out of care.
Educational success in school impacts the capacities of young people to come to terms with various challenges in their out-of-home care story. Findings of the project "Higher education without Family Support" suggest, that educational success of children and youth in care has to be seen in association with the experience of self-efficacy and their capacity to act in situations of indeterminacy. The analyses of biographical interviews with care leavers in higher education highlight that educational success is dependent on experiences of agency and participation in decision making processes. In this sense, the educational career has to be seen as a stage of life, where children and youths in care can experience self-efficacy.
Background:
Compared to their peers, young people in out of home care achieve lower levels of educational attainment. However, against all odds, some of them succeed in their educational career and enter into higher education.
According to the concept of education (Bildung) that is prevalent in German Social Pedagogy, education is considered to be a subject-driven process of learning.
Methods:
A subject orientated approach is crucial to understand the individual accesses to formal education. Therefore, the presented study uses qualitative methods of biographical analyses to reconstruct successful educational careers of care leavers in a life course perspective.
17 autobiographic-narrative interviews with care leavers in higher education have been conducted to analyze the educational processes and processes of learning.
Sequential analyses of the interviews are used to explore the interplay of daily life and educational performance.
Implications for practice:
Young people in care suffer a lot of other-directed interventions. In contrast, education in school can be an area of life, where self-efficacy can be experienced. In order to enable successful educational careers, good learning conditions should be arranged, but young people must not be overwhelmed and pressured with school matters.
In this presentation, we report results from a Swedish replication of a successful British trial involving foster carers in a paired reading tutoring intervention, aiming to improve foster children's literacy skills. The project involved 81 foster children age 8-12 and their carers, whom read together 20 minutes a day, 3 times a week for a period of 16 weeks. The evaluation was carried out as a pre-post design without a comparison group using national age-standardised literacy tests. In order to provide further insight into how the intervention works, qualitative interviews were conducted with fifteen foster carers with different experiences in program compliance. The results revealed significant gains in the children's vocabulary and reading age. In average their reading age had improved with 11 months. Reading reports indicated that 90% of the participants had implemented the programme in an acceptable way. The interviews confirmed that the intervention can provide a model for competent reading and result in improved child-carer relations. Rigidly following the method could however lead to conflicts. Completion of the intervention seemed to be conditioned on the children's joy in reading, which in turn may require adjustments in the day-to- day delivery of the intervention. Also carers had to see benefits with the paired reading in order to be able to motivate the child. The results suggest that it is possible to engage foster parents in the improvement of foster children's literacy skills, and that the British paired reading method is transportable to other national contexts.
This research briefing paper supports the inquiry by the Education and Culture Committee of the Scottish Parliament into the educational attainment of looked after children. After providing an overview of education and child welfare in these countries, this briefing compares them with Scotland in relation to: further and higher education; highest qualifications of adults formally in care; age of leaving school and destinations; school leaving qualifications; school exclusions; and school attendance.
This review is intended to stimulate thinking in relation to the important questions for policy and practice in Scotland and to form the basis for future research to determine why these differences may exist and what can be done to support improvement.
The links between school failure and serious psychosocial problems later in life are very strong for all children, regardless of family background. This is bad news for children in out-of-home care. They do poorly in the education system, worse than peers with the same cognitive ability. The good news is that most interventions targeting foster children’s school performance seem to yield positive results. Health is another area that has been neglected in the Nordic welfare states. Again, the good news is that relatively simple interventions can make a substantial difference. Bo Vinnerljung uses results from a host of national population studies and intervention studies to argue for a strong – “back-to-basics” – focus on education and health in child welfare practice.
It is well known that children and adolescents in care often experience significant academic difficulties; however, little research has been conducted to assess which variables predict long- term academic performance. The Ontario Looking After Children (OnLAC) project involves annual data collection with the Assessment and Action Record (AAR), mandated by the Ontario government for use in all 46 Children's Aid Societies in Ontario, Canada, with young people who have been in care for one year or more. The current study will use OnLAC data from the AAR to identify trajectories of overall educational performance as well as performance in specific subjects (i.e., mathematics, science, reading and other language arts) in children and adolescents in care over a 4-year period. Specifically, we will track the educational performance of a large sample of children from 2009, when they were 5-9 years of age, to 2012 when they were 8-12 years old. Likewise, we will also examine academic trajectories from 2009 to 2012 in a different sample of 10- 15 year old children and adolescents living in out-of-home care. Analyses will be conducted by means of the SAS PROC TRAJ procedure, which identifies distinctive trajectories for variables of interest as a function of increasing age. We will then use multinomial logistic regression to investigate time-stable and time-varying predictors of the identified educational performance trajectories, including variables from different levels of the ecological model, such as youth-level (e.g., placement type, attachment to foster parent) and family-level factors (e.g., positive parenting practices, number of children in the home). We expect that several distinct educational trajectories will emerge (e.g., poor versus good educational performance over time) and that variables from each level within the ecological model will be significantly associated with trajectory group membership. The findings will provide a more comprehensive developmental picture of the factors impacting educational performance in both primary and secondary school, with a focus on variables that can promote better functioning for children and adolescents in care
One of the issues receiving growing attention in recent years are the low academic achievements of children in care; achievements well known to impact the integration of care leavers into the labor market and breaking of the 'poverty cycle'.
The goal of this study is to describe the educational climate among adolescents in educational youth villages in Israel, their educational plans, and their perception of their educational needs.
The study sample consists of 1,685 youth in care from 34 youth villages, 1,152, constituting 68.4% of the entire sample, are 11-12 grade students (a response rate of 39.8%). Participants responded to a structured questionnaire in group settings.
Most of the youth have been in the youth village for a period of up to three years. Two thirds of the youth are immigrants or descendants of parents immigrating to Israel from a large variety of countries around the globe. Many of the respondents have a history of special education (in special education schools or special education classes inside regular schools), and of learning disabilities.
In general the youth report high achievements. Assessments of school climate are positive, substantially higher than that in the general 10-11th grade student population. Staff's support and involvement in their studies was seen as high. The vast majority of youth plan to leave care with a full matriculation diploma or intend to complete it in the future (91.8%), to enlist in military or national service (86.4%) and to enroll in university, college or vocational training afterwards (87.2%).
In the discussion we conclude that these findings depart from findings in other settings. We recommend means of improving school climate and addressing the educational needs of youth in care.
At the age of 18 in Israel, the country ceases its responsibility towards children who grew up in care facilities. From that stage on they are responsible for themselves in all life domains, E.g.: accommodation, work, etc. Therefore, acquiring higher or vocational education is seen as a difficult and sometimes impossible task for this population. Many studies focus on a better understanding of the resources that help care leavers acquire postsecondary education. The suggested presentation focuses on the predictors of self-efficacy among care leavers regarding integration in postsecondary education and regarding dealing with tasks related to integration in education.
The current research is part of a quantitative longitudinal research. In the first stage, 287 young people in their 12th school year, who live in care facilities, answered a questionnaire. In the second stage, 231out of the participants were interviewed by phone a year after leaving the care facilities. In the third stage, 4 years after leaving care, 220 of the first cohort answered a questionnaire by phone. In the current presentation, we used a sample of 191 of participants who reported that they intend to continue their studies.
Main findings suggest that different layers in the life of care leavers predict their self-efficacy regarding education. Support from parents did not correlate with self-efficacy in all 3 stages. Support from peers had weak but significant correlation with self-efficacy in the 3 stages. The regression equation reveals that personal resources and current functioning are the main predictors of self-efficacy. Within personal resources, the appreciation of readiness to leave care reported in the first stage had the greatest contribution in predicting self-efficacy. Of the variables reflecting current functioning, economic difficulties mainly predict the low self- efficacy regarding education. The implication for practice suggest the importance of programs preparing youth for leaving care, in order to enhance their sense of readiness when the time arrives. Moreover, after leaving care economic support is necessary to help the youth consider other options beyond basic daily survival, such as acquiring education.
Children who grew up in care institutions tend to have many difficulties in the years after leaving care, including challenges related to their low education achievements when they were still in care. Pathways to higher education are therefore challenging to the point of being impossible. Therefore, it is important to discover the factors that predict the integration of care leavers in higher education.
The aim of this study is exploring events that could be identified as "turning points" in the biographical stories of the care leavers, who were successful in their integration into higher education. We attempt to understand the various components of these events making them positive turning points.
Method: We used a biographical approach in collecting and analyzing qualitative interview data. As part of a German-Israeli research project, we conducted 28 biographical interviews with care leavers who had successfully enrolled in higher education. We chose two interviews for the current presentation, one from Germany and one from Israel, where a life event led eventually to integration in higher education.
In analyzing the substance of the turning points in the stories of two care leavers, we identified four critical components contributing to the process of integration in higher education: 1. A significant life event that occurred, which created an opportunity for a change in the life course. 2. This opportunity is connected to a biographical learning process of the person 3.This opportunity is accompanied and prepared for with the help of significant others. 4. Ongoing personal support following the event and the biographical learning process in order to create a lasting change. Therefore, instead of the idea of a "turning point" as a single event, we claim that it is necessary to look for a "turning point process" in the life story of care leavers who had successfully enrolled in higher education.
The implications for practice highlight the importance of creating opportunities for positive changes for young people in care, but also the need for ongoing support to preserve the effects of these changes.
More from Linkedin Education of Children in Care Network (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
[International] Matheson, I. (2011). The education of children and young people in care: Research on what works. IFCO 2011.
1. Education of Children and
Young People in Care:
Research on What Works
IAIN MATHESON, NEW ZEALAND
IFCO 2011 Biennial World Conference,
Victoria, British Columbia,
Canada, 10-15 July
3. Health warning
1. Many research and evaluation studies are small-scale
2. Not all are independent
3. Challenges of ‘real life’ research with children in care
4. Program fidelity often an issue
5. Interface between practice, policy and research
6. Use a wide definition of the term ‘research’
7. Different countries not always comparable
8. Limited to research studies published in English
9. Findings often more encouraging than definitive
10. Studies don’t always reveal why an initiative worked
11. Examples from my own doctoral research not necessarily typical
4. Health warning
What might be done to lift the educational
achievement of children in foster care by
some people and organisations with some
children and youth in some circumstances
and in some countries that might
sometimes be helpful if implemented
properly for reasons, along with effects
when combined with other interventions,
that we do not necessarily entirely
understand!!!
5. Presentation outline
1. Summary of research on the educational attainment of children
in (foster) care
2. Overview of research on education initiatives
3. Three recent research studies
Throughout, provide some illustrative examples from my own
doctoral research
7. How do children in foster care fare
educationally?
WELL OK POORLY
• Daly & Gilligan, 2010; • Aldgate et al., 1992; Allard & McNamara, 2003;
• Pecora, et al., 2006. Australian Institute of Health & Welfare (AIHW),
2007; Barnardo’s, 2006; Berridge et al., 2008;
Biehal et al.,1992; Biehal et al.,1995; Blome,
1997; Borland et al., 1998; Brodie, 2006; Burley &
Halpern, 2001; Cavanagh, 1996; Cheung & Heath,
1994); Children, Schooling and Families and the
Department of National Statistics, 2008; Essen,
Lambert & Head, 1976; Fanshel & Shinn, 1978;
Finkelstein, et al., 2002; Fletcher-Campbell, 2003;
Flynn & Biro, 1998; Harker et al.2003; Heath,
Aldgate & Colton, 1989; Heath et al., 1994;
Jackson,1987; Kufeldt et al., 2003; McClung &
Gayle, 2010; McMillan & Tucker, 1998; Merdinger
et al., 2005; Mitic & Rimer, 2002; Osborn & St.
Clare, 1987; Ritchie, 2003; Stein, 1990; Stein &
Carey, 1986; Trout et al., 2008; Weiner & Weiner,
1990.
9. What are the explanations
for this?
Failed by the Child
Long term effects of
Welfare and
abuse and neglect
Education Systems
Multiple
reasons
Socially
Particular educational
disadvantaged
needs
background
10. Is there good research to support
current education initiatives?
11. Is there good research to support
current education initiatives?
Very few programmes or initiatives specifically
designed to raise the educational attainment
of children and young people in care have
been systematically evaluated (Borland et al.,
1998)
Too few US studies on education interventions
to include in their literature synthesis
(Trout et al., 2008)
12. Research on how to raise
educational attainment
Practise
Systems Programs
13. Practise focused research
SCHOOL PLACEMENT SCHOOL SIGNIFICANT
ENROLMENT STABILITY CONTINUITY ADULT
REPEATING A NEEDS VALUING SCHOOL
GRADE? ASSESSED EDUCATION EXCLUSIONS
RIGHT SPARE TIME EDUCATION SCHOOL
SCHOOL ACTIVITIES EXPECTATIONS ATTENDANCE
EXTENDED FOSTER FAMILY-
OPPORTUNITIES
SCHOOL
TO ACHIEVE FAMILY CONTACT
14. Systems focused research
LOOKED AFTER
ORGANIZATIONAL CARER/STAFF
FOSTER FAMILIES CHILDREN
PROFESSIONAL
UNDERSTANDING SUPPORTED EDUCATION
DEVELOPMENT
TEAMS
SUFFICIENT POOL SOCIAL WORK &
EXTENDING AGE FOSTER CARE
OF FOSTER EDUCATION
FOR FOSTER CARE STANDARDS
CARERS COLLABORATION
MULTI-
TEACHER DIMENSIONAL INFORMATION
EDUCATION
INFORMATION ON TREATMENT
SUPPORT FUNDING SYSTEMS
CHILDREN IN CARE FOSTER CARE
(MTFC)
LEGISLATION/ LOOKING AFTER
PERSONAL
GUIDANCE ON CHILDREN (LAC)
EDUCATION
CORPORATE AND SIMILAR
PLANS/PLANNING
RESPONSIBILITIES INITIATIVES
15. Program focused research
WORK
PAIRED PRIVATE READING
PLACEMENTS
‘FAIRS’ AND
READING TUTORING FOR YOUNG
STORYTELLING
PEOPLE
OFF-SITE OUT-OF-SCHOOL SUPPORT AT
DESIGNATED
EDUCATION CLUBS KEY EDUCATION
TEACHERS
PROVISION OUTREACH TRANSITIONS
COLLEGE
FOSTER CARER COMPRHENSIVE BOOK
CAMPUS
TUTORING NEEDS
SUPPORT CLUBS
ASSESSMENT
PROGRAM
VIRTUAL COMPUTER
BOARDING PRINCIPAL FOR INITIATIVES
EDUCATION CHILDREN IN FOR FOSTER
CARE CHILDREN
16. FLYNN, R., PAQUET, M.-P. & MARQUIS, R. (2010).
CAN TUTORING BY FOSTER PARENTS IMPROVE
FOSTER CHILDREN'S BASIC ACADEMIC SKILLS?
INTERVENTION LOGIC
Children benefit from parental tutoring
PROGRAM (INTERVENTION YEAR 1)
Michael Maloney’s (1998) Teach Your Children Well
68 foster parents recruited, trained and supported
Foster parents agree to tutoring 3 hours x 30 weeks
Foster parent collect weekly performance data
Teacher(s) encouraged to adjust homework
Child reward component
FINDINGS (INTERVENTION YEAR 1):
1. Significant gains in sentence comprehension and math calculation
2. No significant gains in word reading or spelling
Flynn, R., Paquet, M.-P. & Marquis, R. (2010). Can tutoring by foster parents improve foster children's basic academic skills? In E. Fernandez & R. Barth (Eds.),
How does foster care work? International evidence on outcomes (pp. 260-273). London, UK: Jessica Kingsley.
17. METHODOLOGY
Randomized controlled trial:
• 2007-10 - intervention year I 2008/09
• Intervention group 42 and control group 35
DATA COLLECTION
• 3 x 4th edition of Wide Range Achievement Test (Wilkinson & Robertson, 2006)
• 3 x Connor’s ADHD/DSM-IV Scales-Parent (CADS-P; Conners, 1999)
• 3 x ASEBA Child Behaviour Checklist for Ages 6 to 18 (CBLC/6-18; Achenbach & Rescoria, 2001) (N/A)
CHILDREN:
77 children in family foster care aged 6 to 13 and likely to benefit (criteria in place), recruited from 9 participating
Children’s Aid Societies
ISSUES ARISING
• Only 20 foster parents implemented the intervention well (out of 42); 12 did not implement at all
• Year 1 control group offered (improved) intervention in year 2.
• Intervention year 2 results now due
• Group tutoring option to be developed
LOCATION
Ontario (Canada)
Flynn, R., Paquet, M.-P. & Marquis, R. (2010). Can tutoring by foster parents improve foster children's basic academic skills? In E. Fernandez & R. Barth (Eds.),
How does foster care work? International evidence on outcomes (pp. 260-273). London, UK: Jessica Kingsley.
18. OSBOURNE, C., ALFANO, J. & WINN, T. (2010).
PAIRED READING AS LITERACY INTERVENTION
FOR FOSTER CHILDREN.
INTERVENTION LOGIC
Benefits if foster carers have a direct role in education
PROGRAM (2008/09)
Paired reading (Morgan, 1976)
Training workshops
Children select reading material
3+ x 20+ minute reading sessions x 16 weeks
Monitoring sheet/school liaison
FINDINGS
1.Marked increase in mean reading age from 8 years to 9 years over 16 weeks (mean ‘gap’ halved)
2.Foster carers also reported other positive impacts
Osbourne, C., Alfano, J. & Winn, T. (2010). Paired reading as a literacy intervention for foster children. Adoption & Fostering 34(4) 17-27.
19. METHODOLOGY
Mixed methods approach with dominant QUAN method (Pre-test/post-test)
DATA COLLECTION
• 2 x Salford Sentence Reading Test (Bookbinder, 2002)
• 16 x Completion of foster carer monitoring sheets
CHILDREN
68 primary-aged children in family foster care in participating schools initially identified (open to all such children).
However, data only available on 35 of 68
ISSUES
Individual gains ranged from 1 to 31 months
Children most ‘behind’ benefitted more
Foster carers also reported increase in child’s confidence and interest in reading
As a by-product, facilitated links between foster carers, social workers and teachers
initially identified children
Program feedback from 16 foster carers only
Program also implemented for 2009/10 & 2010/11 (includes high schools)
Results on 2009/10 cohort due
LOCATION
Hampshire (United Kingdom)
Osbourne, C., Alfano, J. & Winn, T. (2010). Paired reading as a literacy intervention for foster children. Adoption & Fostering 34(4) 17-27.
20. TIDEMAN, E., VINNERLJUNG, B., HINTZE, K. &
ISAKSSON, A. (2011). IMPROVING FOSTER
CHILDREN'S SCHOOL ACHIEVEMENTS
INTERVENTION LOGIC
Children benefit from intensive, support based upon
thorough assessment of needs and potential
PROGRAM (2 YEARS)
• Part-time Psychologist and Special Needs teacher
• 9 standardized psychological and pedagogical tests
• Children, foster carers & teachers given results
• Education plan with quarterly planning meetings
• Teachers tutored (direct work with some children)
• Tools for teachers and foster carers
FINDINGS
Significant gains in IQ (as measured by WISC-III), reading
and spelling skills
Weaker, non-significant improvements in maths skills.
Tideman, E., Vinnerljung, B., Hintze, K. & Isaksson, A. (2011). Improving foster children's school achievements: Promising results from a Swedish intensive study.
Adoption & Fostering 35(1) 44-57.
21. METHODOLOGY
Pre-test/post-test design
DATA COLLECTION
Wechsler Intelligence Scale for Children 3rd Ed (WISC-III) (Wechsler, 1999); VMI (Beery and Beery, 2004); Beck
Young People Inventories (Beck et al, 2004); Strengths and Difficulties Questionnaire) (Goodman, 1997; Smedje et
al, 1999); Visual Analogue Scale (Badia et al, 1999); Letter-Word Chains (Jacobson, 2004); DLS Reading Speed Test
(Jarpsten and Taube, 1997); DLS Spelling Test (Jarpsten, 1999); Magne Maths Diagnostic Test (Engstrom & Magne,
2003); Classroom observation (relationships) and teacher interviews (school competencies)
CHILDREN
25 of all 30 children aged 7-11 years (median age 10) in long term family foster care in one large town
ISSUES
• As well as being intensive and based upon a battery of standardized tests, other characteristics were that it was
comprehensive, highly individualized, structured, collaborative and strengths-based
• A complex program with many variables
• Only 1 child left the program
LOCATION
Helsingborg (Sweden)
Tideman, E., Vinnerljung, B., Hintze, K. & Isaksson, A. (2011). Improving foster children's school achievements: Promising results from a Swedish intensive study.
Adoption & Fostering 35(1) 44-57.
22. Conclusion
1. Education is a critically important gateway for
children in foster care.
2. The education of children has become a major
priority in many jurisdictions.
3. We are making some progress.
4. We do require more validated ‘education’
initiatives that demonstrably ‘work’.
5. We also need to mediate our understanding of
these through, and integrate with, our
professional experience.
23. Conclusion
“… five factors emerged as critical
to their success:
having people who care about you
experiencing stability
being given high expectations
receiving encouragement and support
being able to participate and achieve”
(Happer et al., 2006).
24. Quality Foster Care!
Thanks
For copy of presentation and/or references email
Iain on iain@mathesonassociates.co.nz
25. Conclusion (cont…)
POLICYMAKERS AND
POLITICIANS
SOCIAL WORKERS &
ORGANISATIONS
FAMILIES, FRIENDS &
COMMUNITY
TEACHERS &
SCHOOLS
FOSTER
FAMILIES
CHILD