Improving Educational Outcomes for Children and Youths in Foster Care

2012 ◽  
Vol 35 (1) ◽  
pp. 59-62 ◽  
Author(s):  
T. L. Cox
Keyword(s):  
Foster Care ◽  
Educational Outcomes ◽  
Outcomes For Children

Reading with Angels: Improving Literacy among Children in Foster Care

2013 ◽  
Vol 38 (2) ◽  
pp. 54-60 ◽  
Author(s):  
Ruth Knight
Keyword(s):  
Foster Care ◽  
Structural Equation ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children In Foster Care ◽  
Love Of Learning ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
And Gender ◽  
Children In Care

The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.

scholarly journals The impact of poverty on educational outcomes for children

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children ◽  
The Impact

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Educational outcomes for homeless young adults with and without a history in foster care

2020 ◽  
Vol 116 ◽  
pp. 105153
Author(s):  
Kalah M. Villagrana ◽  
Elizabeth H. Mody ◽  
Siobhan M. Lawler ◽  
Qi Wu ◽  
Kristin M. Ferguson
Keyword(s):  
Young Adults ◽  
Foster Care ◽  
Educational Outcomes ◽  
Homeless Young Adults

School as Community: The Rough Rock Demonstration

1989 ◽  
Vol 59 (4) ◽  
pp. 484-504 ◽  
Author(s):  
T. McCarty
Keyword(s):  
Native American ◽  
Educational Outcomes ◽  
Social Economic ◽  
Native Language ◽  
Federal Funding ◽  
Institutional Structure ◽  
Governing Board ◽  
Community Based ◽  
Language And Culture ◽  
Outcomes For Children

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."

Identifying Patterns of Resilience Using Classification Trees

2009 ◽  
Vol 8 (1) ◽  
pp. 87-98 ◽  
Author(s):  
John Hobcraft ◽  
Wendy Sigle-Rushton
Keyword(s):  
Cohort Study ◽  
Data Analysis ◽  
Educational Outcomes ◽  
Classification Tree ◽  
Classification Trees ◽  
Homogeneous Groups ◽  
Interactive Nature ◽  
British Cohort Study ◽  
Outcomes For Children ◽  
Tree Approach

This paper introduces and illustrates the value of a classification trees approach in the study of resilience. The inherently interactive nature of the resilience construct makes this approach useful. Classification trees are a person-centred approach to data analysis, which successively split the sample into pairs of increasingly homogeneous groups of individuals. We outline the approach and then illustrate using adult educational outcomes for children in the British Cohort Study of 1970 who had experienced foster care. The insights gained from the classification tree approach are contrasted with those obtained from standard regression approaches.

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