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Francis, J. (2000), Invest<strong>in</strong>g <strong>in</strong> <strong>children</strong>’s futures: enhanc<strong>in</strong>g the <strong>educational</strong> arrangements <strong>of</strong>‘looked after’ <strong>children</strong> <strong>and</strong> young people. Child <strong>and</strong> Family Social Work, 5, 23-33.Frederick, J., & Goddard, C. (2010), ‘School was just a nightmare’: childhood abuse <strong>and</strong>neglect <strong>and</strong> school experiences. Child <strong>and</strong> Family Social Work, 15, 22-30.Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004), School engagement: Potential <strong>of</strong> theconcept, state <strong>of</strong> the evidence. Review <strong>of</strong> Educational Research, 74(1), 59-109.Flynn, R.J., Paquet M., & Marquis, R.A. (2010), Can tutor<strong>in</strong>g by foster parents improve foster<strong>children</strong>’s basic academic skills. In E. Fern<strong>and</strong>ez, E. & R.P. Barth (Eds.), How does fostercare work? (pp. 260-273), London: Jessica K<strong>in</strong>gsley Publishers.Forsman, H., & V<strong>in</strong>nerljung, B. (2012), Interventions aim<strong>in</strong>g to improve school achievements<strong>of</strong> <strong>children</strong> <strong>in</strong> <strong>out</strong>-<strong>of</strong>-home care: A scop<strong>in</strong>g review. Children <strong>and</strong> Y<strong>out</strong>h Services Review,34(6), 1084-1091.Geenen, S., & Powers, L.E. (2006), Are we ignor<strong>in</strong>g y<strong>out</strong>hs with disabilities <strong>in</strong> foster care?An exam<strong>in</strong>ation <strong>of</strong> their school per<strong>for</strong>mance, Social Work, 51(3), 233-241.Gilligan, R. (1998). The importance <strong>of</strong> schools <strong>and</strong> teachers <strong>in</strong> child welfare. Child <strong>and</strong>Family Social Work, 3, 13-25.Goddard, J. (2000), The education <strong>of</strong> looked after <strong>children</strong>. Child <strong>and</strong> Family Social Work, 5,79-86.Griffiths, R (2012), The letterbox club: An account <strong>of</strong> a postal club to raise the achievement<strong>of</strong> <strong>children</strong> aged 7 to 13 <strong>in</strong> foster care. Children <strong>and</strong> Y<strong>out</strong>h Services Review, 34(6), 1101-1106.Harden B J (2004), Safety <strong>and</strong> stability <strong>for</strong> foster <strong>children</strong>: A developmental perspective.The Future <strong>of</strong> Children, 14(1), 31-47Harker, R.M., Dobel-Ober, D., Akhurst, S., Berridge, D., & S<strong>in</strong>clair, R. (2004), Who takescare <strong>of</strong> education 18 months on? A follow-up study <strong>of</strong> looked after <strong>children</strong>’s perceptions <strong>of</strong>support <strong>for</strong> <strong>educational</strong> progress. Child <strong>and</strong> Family Social Work, 9, 273-284.Hayden, C. (2005), More than a piece <strong>of</strong> paper?: Personal education plans <strong>and</strong> ‘looked after’<strong>children</strong> <strong>in</strong> Engl<strong>and</strong>. Child <strong>and</strong> Family Social Work, 10, 343-352.Hook, J.L., & Courtney, M.E. (2011), Employment <strong><strong>out</strong>comes</strong> <strong>of</strong> <strong>for</strong>mer foster y<strong>out</strong>h as youngadults: The importance <strong>of</strong> human, personal, <strong>and</strong> social capital, Children <strong>and</strong> Y<strong>out</strong>h ServicesReview, 33, 1855-1865.Hunt, R, (2000), The <strong>educational</strong> per<strong>for</strong>mance <strong>of</strong> <strong>children</strong> <strong>in</strong> need <strong>and</strong> <strong>children</strong> looked after.Quality Protects Research Brief<strong>in</strong>gs, Department <strong>of</strong> Health, Research <strong>in</strong> Practice, Mak<strong>in</strong>gResearch Count.Iversen, A.C., Hetl<strong>and</strong>, H., Havik, T., & Stormark, K.M. (2010), Learn<strong>in</strong>g difficulties <strong>and</strong>academic competence among <strong>children</strong> <strong>in</strong> contact with the child welfare system. Child <strong>and</strong>Family Social Work, 15, 307-314.<strong>Valu<strong>in</strong>g</strong> <strong>and</strong> <strong>improv<strong>in</strong>g</strong> <strong>educational</strong> <strong><strong>out</strong>comes</strong> <strong>for</strong> <strong>children</strong> <strong>in</strong> <strong>out</strong>-<strong>of</strong>-home care February 2013 Page 20 <strong>of</strong> 23

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