�ݺ�ߣshows by User: educationofchildrenincare

�ݺ�ߣshows by User: educationofchildrenincare / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: educationofchildrenincare / Fri, 20 Jan 2017 08:54:53 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: educationofchildrenincare Formative Evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario /slideshow/formative-evaluation-of-the-crown-ward-education-championship-team-cwect-program-in-ontario/71211632 formativeevaluationofthecrownwardeducationchampionshipteamcwectprograminontariokellyweegar-170120085453
Formative evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario (Kelly Weegar)]]>
Formative evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario (Kelly Weegar)]]> Fri, 20 Jan 2017 08:54:53 GMT /slideshow/formative-evaluation-of-the-crown-ward-education-championship-team-cwect-program-in-ontario/71211632 educationofchildrenincare@slideshare.net(educationofchildrenincare) Formative Evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario educationofchildrenincare Formative evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario (Kelly Weegar) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/formativeevaluationofthecrownwardeducationchampionshipteamcwectprograminontariokellyweegar-170120085453-thumbnail.jpg?width=120&height=120&fit=bounds" /> Formative evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario (Kelly Weegar)

Formative Evaluation of the Crown Ward Education Championship Team (CWECT) program in Ontario from Linkedin Education of Children in Care Network

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0 (Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care. /slideshow/sweden-hojer-i-johansson-h-lindberg-h-2016-new-placement-new-school-changes-of-schools-for-children-in-out-of-home-care/66505197 swedenhojeri-160928100135
(Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care.]]>
(Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care.]]> Wed, 28 Sep 2016 10:01:34 GMT /slideshow/sweden-hojer-i-johansson-h-lindberg-h-2016-new-placement-new-school-changes-of-schools-for-children-in-out-of-home-care/66505197 educationofchildrenincare@slideshare.net(educationofchildrenincare) (Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care. educationofchildrenincare (Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/swedenhojeri-160928100135-thumbnail.jpg?width=120&height=120&fit=bounds" /> (Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care.

(Sweden) Hojer, I., Johansson, H., & Lindberg, H. (2016). New placement, new school. Changes of schools for children in out of home care. from Linkedin Education of Children in Care Network

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0 (Ireland) Brady, E. (2016) A life course approach to the educational pathways of care experienced adults. New dimensions in understanding. /slideshow/ireland-brady-e-2016-a-life-course-approach-to-the-educational-pathways-of-care-experienced-adults-new-dimensions-in-understanding/66499630 irelandbradye-160928072021
(Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding.]]>
(Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding.]]> Wed, 28 Sep 2016 07:20:21 GMT /slideshow/ireland-brady-e-2016-a-life-course-approach-to-the-educational-pathways-of-care-experienced-adults-new-dimensions-in-understanding/66499630 educationofchildrenincare@slideshare.net(educationofchildrenincare) (Ireland) Brady, E. (2016) A life course approach to the educational pathways of care experienced adults. New dimensions in understanding. educationofchildrenincare (Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/irelandbradye-160928072021-thumbnail.jpg?width=120&height=120&fit=bounds" /> (Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding.

(Ireland) Brady, E. (2016) A life course approach to the educational pathways of care experienced adults. New dimensions in understanding. from Linkedin Education of Children in Care Network

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0 (Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care. /slideshow/israel-melkman-e-benbenishty-r-zeira-a-amp-refaeli-t-2016-an-empirical-test-of-a-model-of-academic-expectations-among-youth-in-residential-care/66499532 israelmelkmane-160928071656
(Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care.]]>
(Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care.]]> Wed, 28 Sep 2016 07:16:56 GMT /slideshow/israel-melkman-e-benbenishty-r-zeira-a-amp-refaeli-t-2016-an-empirical-test-of-a-model-of-academic-expectations-among-youth-in-residential-care/66499532 educationofchildrenincare@slideshare.net(educationofchildrenincare) (Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care. educationofchildrenincare (Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/israelmelkmane-160928071656-thumbnail.jpg?width=120&height=120&fit=bounds" /> (Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care.

(Israel) Melkman, E., Benbenishty, R., Zeira, A., & Refaeli, T. (2016) An empirical test of a model of academic expectations among youth in residential care. from Linkedin Education of Children in Care Network

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0 [Australia] Harvey A., McNamara, P., Andrewartha, L., & Luckman, M. (2015). Out of care, into university: Raising higher education access and achievement of care leavers. /slideshow/australia-harvey-a-mcnamara-p-andrewartha-l-luckman-m-2015-out-of-care-into-university-raising-higher-education-access-and-achievement-of-care-leavers/55798508 access-and-achievement-research-unit-la-trobe-univ-151203211944-lva1-app6892
La Trobe University]]>
La Trobe University]]> Thu, 03 Dec 2015 21:19:44 GMT /slideshow/australia-harvey-a-mcnamara-p-andrewartha-l-luckman-m-2015-out-of-care-into-university-raising-higher-education-access-and-achievement-of-care-leavers/55798508 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Australia] Harvey A., McNamara, P., Andrewartha, L., & Luckman, M. (2015). Out of care, into university: Raising higher education access and achievement of care leavers. educationofchildrenincare La Trobe University <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/access-and-achievement-research-unit-la-trobe-univ-151203211944-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> La Trobe University

[Australia] Harvey A., McNamara, P., Andrewartha, L., & Luckman, M. (2015). Out of care, into university: Raising higher education access and achievement of care leavers. from Linkedin Education of Children in Care Network

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0 [NEW ZEALAND] Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice /slideshow/new-zealand-slipping-down-ladders-and-climbing-up-snakes-the-experiences-of-university-students-formerly-in-oohc-and-research-challlenges-to-current-policy-and-practice/55766596 snakesandladdersacwaslideshare-151203043405-lva1-app6891
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.]]>
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.]]> Thu, 03 Dec 2015 04:34:05 GMT /slideshow/new-zealand-slipping-down-ladders-and-climbing-up-snakes-the-experiences-of-university-students-formerly-in-oohc-and-research-challlenges-to-current-policy-and-practice/55766596 educationofchildrenincare@slideshare.net(educationofchildrenincare) [NEW ZEALAND] Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/snakesandladdersacwaslideshare-151203043405-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[NEW ZEALAND] Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice from Linkedin Education of Children in Care Network

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0 [CAN] Brady, E., Hendsbee, T., Francis, A., & Justinich, M. (2014). The Bookworm Club: The evolution and evaluation of an evidence-informed literacy program for children residing in out-of-home care. EUSARF 2014 /slideshow/can-brady-e-hendsbee-t-francis-a-justinich-m-2014-the-bookworm-club-eusarf-2014/49335936 bradye-150613014604-lva1-app6892
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.]]>
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.]]> Sat, 13 Jun 2015 01:46:04 GMT /slideshow/can-brady-e-hendsbee-t-francis-a-justinich-m-2014-the-bookworm-club-eusarf-2014/49335936 educationofchildrenincare@slideshare.net(educationofchildrenincare) [CAN] Brady, E., Hendsbee, T., Francis, A., & Justinich, M. (2014). The Bookworm Club: The evolution and evaluation of an evidence-informed literacy program for children residing in out-of-home care. EUSARF 2014 educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bradye-150613014604-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[CAN] Brady, E., Hendsbee, T., Francis, A., & Justinich, M. (2014). The Bookworm Club: The evolution and evaluation of an evidence-informed literacy program for children residing in out-of-home care. EUSARF 2014 from Linkedin Education of Children in Care Network

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0 [Germany and Israel] Strahl, B., Koengeter S., Schröer W., & Mangold K. (2014). Meaning of education in care: A life course perspective. Copenhagan, Denmark. EUSARF. /slideshow/strahl-2014-meaning-of-education/48419867 strahl2014meaningofeducation-150521063540-lva1-app6892
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.]]>
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.]]> Thu, 21 May 2015 06:35:40 GMT /slideshow/strahl-2014-meaning-of-education/48419867 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Germany and Israel] Strahl, B., Koengeter S., Schröer W., & Mangold K. (2014). Meaning of education in care: A life course perspective. Copenhagan, Denmark. EUSARF. educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/strahl2014meaningofeducation-150521063540-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Germany and Israel] Strahl, B., Koengeter S., Schr旦er W., & Mangold K. (2014). Meaning of education in care: A life course perspective. Copenhagan, Denmark. EUSARF. from Linkedin Education of Children in Care Network

]]> 608 5 https://cdn.slidesharecdn.com/ss_thumbnails/strahl2014meaningofeducation-150521063540-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Germany and Israel] Strahl, B. (2014). Facilitating educational success in out-of-home care. Copenhagan, Denmark: EUSARF /slideshow/strahl-2014-facilitating-educational-success/48419610 strahl2014facilitatingeducationalsuccess-150521062734-lva1-app6891
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. ]]>
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. ]]> Thu, 21 May 2015 06:27:34 GMT /slideshow/strahl-2014-facilitating-educational-success/48419610 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Germany and Israel] Strahl, B. (2014). Facilitating educational success in out-of-home care. Copenhagan, Denmark: EUSARF educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/strahl2014facilitatingeducationalsuccess-150521062734-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Germany and Israel] Strahl, B. (2014). Facilitating educational success in out-of-home care. Copenhagan, Denmark: EUSARF from Linkedin Education of Children in Care Network

]]> 287 2 https://cdn.slidesharecdn.com/ss_thumbnails/strahl2014facilitatingeducationalsuccess-150521062734-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Sweden] Forsman, H., Vinnerljung, B.,Tideman, E., & Sallnäs, M. (2014). Results from a Swedish trial of paired reading tutoring with children in care /slideshow/sweden-forsman-2014-results-from-a-swedish-trial-of-paired-reading-tutoring-with-children-in-care/47002518 eusarfhilmaforsmanresultsfromaswedishtrialofpairedreadingtutoringwithchildrenincare-150414174735-conversion-gate01
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.]]>
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.]]> Tue, 14 Apr 2015 17:47:35 GMT /slideshow/sweden-forsman-2014-results-from-a-swedish-trial-of-paired-reading-tutoring-with-children-in-care/47002518 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Sweden] Forsman, H., Vinnerljung, B.,Tideman, E., & Sallnäs, M. (2014). Results from a Swedish trial of paired reading tutoring with children in care educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eusarfhilmaforsmanresultsfromaswedishtrialofpairedreadingtutoringwithchildrenincare-150414174735-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Sweden] Forsman, H., Vinnerljung, B.,Tideman, E., & Salln辰s, M. (2014). Results from a Swedish trial of paired reading tutoring with children in care from Linkedin Education of Children in Care Network

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0 [Scotland, Denmark, Norway, Sweden, & Finland] Matheson, I. & Connelly, G. (2012). The education of looked after children in Scotland: Some comparisons with Scandinavian countries and Finland /educationofchildrenincare/the-education-of-looked-after-children-in-scotland-some-comparisons-with-scandinavian-countries-and-finland celcis-research-briefing-1-may2012-web-150408055549-conversion-gate01
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.]]>
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.]]> Wed, 08 Apr 2015 05:55:49 GMT /educationofchildrenincare/the-education-of-looked-after-children-in-scotland-some-comparisons-with-scandinavian-countries-and-finland educationofchildrenincare@slideshare.net(educationofchildrenincare) [Scotland, Denmark, Norway, Sweden, & Finland] Matheson, I. & Connelly, G. (2012). The education of looked after children in Scotland: Some comparisons with Scandinavian countries and Finland educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/celcis-research-briefing-1-may2012-web-150408055549-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Scotland, Denmark, Norway, Sweden, & Finland] Matheson, I. & Connelly, G. (2012). The education of looked after children in Scotland: Some comparisons with Scandinavian countries and Finland from Linkedin Education of Children in Care Network

]]> 1506 6 https://cdn.slidesharecdn.com/ss_thumbnails/celcis-research-briefing-1-may2012-web-150408055549-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

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0 [Sweden] Vinnerljung, B. (2014). Making a difference? Education and health of children in out-of-home care. EUSARF 2014 /slideshow/bovinnerljungmakingadifference-140905035845phpapp02/46762737 bovinnerljungmakingadifference-140905035845-phpapp02-150408050744-conversion-gate01
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.]]>
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.]]> Wed, 08 Apr 2015 05:07:44 GMT /slideshow/bovinnerljungmakingadifference-140905035845phpapp02/46762737 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Sweden] Vinnerljung, B. (2014). Making a difference? Education and health of children in out-of-home care. EUSARF 2014 educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bovinnerljungmakingadifference-140905035845-phpapp02-150408050744-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Sweden] Vinnerljung, B. (2014). Making a difference? Education and health of children in out-of-home care. EUSARF 2014 from Linkedin Education of Children in Care Network

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0 [USA & Canada] Sinclair, R. (2011). “To evaluate literacy and numeracy programs offered to Indigenous and disadvantaged youths in juvenile detention centres – USA and Canada”. Winston Churchill Memorial Trust of Australia Churchill Fellow Report. /slideshow/2011-sinclair-rae/46555394 2011sinclairrae-150401162706-conversion-gate01
]]>
]]> Wed, 01 Apr 2015 16:27:06 GMT /slideshow/2011-sinclair-rae/46555394 educationofchildrenincare@slideshare.net(educationofchildrenincare) [USA & Canada] Sinclair, R. (2011). “To evaluate literacy and numeracy programs offered to Indigenous and disadvantaged youths in juvenile detention centres – USA and Canada”. Winston Churchill Memorial Trust of Australia Churchill Fellow Report. educationofchildrenincare <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011sinclairrae-150401162706-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" />

[USA & Canada] Sinclair, R. (2011). “To evaluate literacy and numeracy programs offered to Indigenous and disadvantaged youths in juvenile detention centres – USA and Canada”. Winston Churchill Memorial Trust of Australia Churchill Fellow Report. from Linkedin Education of Children in Care Network

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0 [Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2011). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. /slideshow/education-and-lac-2011/46255108 educationandlac2011-150325023601-conversion-gate01
Full report published by the Fostering Network]]>
Full report published by the Fostering Network]]> Wed, 25 Mar 2015 02:36:01 GMT /slideshow/education-and-lac-2011/46255108 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2011). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. educationofchildrenincare Full report published by the Fostering Network <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/educationandlac2011-150325023601-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Full report published by the Fostering Network

[Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2011). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. from Linkedin Education of Children in Care Network

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0 [Northern Ireland] Winter, K. (2015). “Supporting the education of Looked After Children in Northern Ireland”. /slideshow/winter-k-2015-supporting-the-education-of-looked-after-children-in-northern-ireland/46254924 stranmillis20152-150325023019-conversion-gate01
Foster Care Associates (FCA) one day conference 25th March 2015.]]>
Foster Care Associates (FCA) one day conference 25th March 2015.]]> Wed, 25 Mar 2015 02:30:19 GMT /slideshow/winter-k-2015-supporting-the-education-of-looked-after-children-in-northern-ireland/46254924 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Northern Ireland] Winter, K. (2015). “Supporting the education of Looked After Children in Northern Ireland”. educationofchildrenincare Foster Care Associates (FCA) one day conference 25th March 2015. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/stranmillis20152-150325023019-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Foster Care Associates (FCA) one day conference 25th March 2015.

[Northern Ireland] Winter, K. (2015). “Supporting the education of Looked After Children in Northern Ireland”. from Linkedin Education of Children in Care Network

]]> 949 6 https://cdn.slidesharecdn.com/ss_thumbnails/stranmillis20152-150325023019-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2012). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. /slideshow/winter-k-connolly-p-bell-i-ferguson-j-2012-evaluation-of-the-effectiveness-of-the-letterbox-club-in-improving-educational-outcomes-among-children-aged-711-years-in-foster-care-in-northern-ireland/46254633 stormont2012-150325022059-conversion-gate01
Queen's University Belfast Centre for Effective Education - Stormont Seminar Series]]>
Queen's University Belfast Centre for Effective Education - Stormont Seminar Series]]> Wed, 25 Mar 2015 02:20:59 GMT /slideshow/winter-k-connolly-p-bell-i-ferguson-j-2012-evaluation-of-the-effectiveness-of-the-letterbox-club-in-improving-educational-outcomes-among-children-aged-711-years-in-foster-care-in-northern-ireland/46254633 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2012). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. educationofchildrenincare Queen's University Belfast Centre for Effective Education - Stormont Seminar Series <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/stormont2012-150325022059-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Queen's University Belfast Centre for Effective Education - Stormont Seminar Series

[Northern Ireland] Winter, K., Connolly, P., Bell, I., & Ferguson, J. (2012). “Evaluation of the Effectiveness of the Letterbox Club in Improving Educational Outcomes among Children Aged 7-11 Years in Foster Care in Northern Ireland”. from Linkedin Education of Children in Care Network

]]> 280 1 https://cdn.slidesharecdn.com/ss_thumbnails/stormont2012-150325022059-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Canada] Weegar, K., Hickey, A., Bell, T., Romano, E., & Flynn, R. (2014). Educational trajectories of Canadian children in care in primary school and the early years of secondary school. EUSARF 2014 /educationofchildrenincare/weegar-k-hickey-a-bell-t-romano-e-flynn-r-2014-educational-trajectories-of-canadian-children-in-care-in-primary-school-and-the-early-years-of-secondary-school weegark-150321202203-conversion-gate01
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]]>
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]]> Sat, 21 Mar 2015 20:22:02 GMT /educationofchildrenincare/weegar-k-hickey-a-bell-t-romano-e-flynn-r-2014-educational-trajectories-of-canadian-children-in-care-in-primary-school-and-the-early-years-of-secondary-school educationofchildrenincare@slideshare.net(educationofchildrenincare) [Canada] Weegar, K., Hickey, A., Bell, T., Romano, E., & Flynn, R. (2014). Educational trajectories of Canadian children in care in primary school and the early years of secondary school. EUSARF 2014 educationofchildrenincare 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 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/weegark-150321202203-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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

[Canada] Weegar, K., Hickey, A., Bell, T., Romano, E., & Flynn, R. (2014). Educational trajectories of Canadian children in care in primary school and the early years of secondary school. EUSARF 2014 from Linkedin Education of Children in Care Network

]]> 532 6 https://cdn.slidesharecdn.com/ss_thumbnails/weegark-150321202203-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Israel] Benbenishty, R., Zeira, A., Melkman, E., & Refaeli, T. (2014). School climate expectations educational plans and needs of adolescents in Israeli youth villages. EUSARF 2014 /slideshow/benbenishty-r-zeira-a-melkman-e-refaeli-t-2014-school-climate-expectations-educational-plans-and-needs-of-adolescents-in-israeli-youth-villages/45874744 benbenishtyr-150316021735-conversion-gate01
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.]]>
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.]]> Mon, 16 Mar 2015 02:17:35 GMT /slideshow/benbenishty-r-zeira-a-melkman-e-refaeli-t-2014-school-climate-expectations-educational-plans-and-needs-of-adolescents-in-israeli-youth-villages/45874744 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Israel] Benbenishty, R., Zeira, A., Melkman, E., & Refaeli, T. (2014). School climate expectations educational plans and needs of adolescents in Israeli youth villages. EUSARF 2014 educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/benbenishtyr-150316021735-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Israel] Benbenishty, R., Zeira, A., Melkman, E., & Refaeli, T. (2014). School climate expectations educational plans and needs of adolescents in Israeli youth villages. EUSARF 2014 from Linkedin Education of Children in Care Network

]]> 583 5 https://cdn.slidesharecdn.com/ss_thumbnails/benbenishtyr-150316021735-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 [Israel] Rafaeli, T. (2014). Longitudinal study predictors of self-efficacy for higher education EUSARF 2014 /slideshow/rafaeli-t-2014-longitudinal-study-predictors-of-selfefficacy-for-higher-education-eusarf-2014/45865304 rafaelit-150315175837-conversion-gate01
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.]]>
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.]]> Sun, 15 Mar 2015 17:58:37 GMT /slideshow/rafaeli-t-2014-longitudinal-study-predictors-of-selfefficacy-for-higher-education-eusarf-2014/45865304 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Israel] Rafaeli, T. (2014). Longitudinal study predictors of self-efficacy for higher education EUSARF 2014 educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/rafaelit-150315175837-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Israel] Rafaeli, T. (2014). Longitudinal study predictors of self-efficacy for higher education EUSARF 2014 from Linkedin Education of Children in Care Network

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0 [Germany & Israel] ]Strahl, B., & Rafaeli, T. (2014). Turning point processes to higher education among care leavers. EUSARF 2014 poster /slideshow/strahl-b-rafaeli-t-2014-turning-point-processes-to-higher-education-among-care-leavers-eusarf-2014-poster/45865232 strahlb-150315175404-conversion-gate01
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.]]>
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.]]> Sun, 15 Mar 2015 17:54:04 GMT /slideshow/strahl-b-rafaeli-t-2014-turning-point-processes-to-higher-education-among-care-leavers-eusarf-2014-poster/45865232 educationofchildrenincare@slideshare.net(educationofchildrenincare) [Germany & Israel] ]Strahl, B., & Rafaeli, T. (2014). Turning point processes to higher education among care leavers. EUSARF 2014 poster educationofchildrenincare 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/strahlb-150315175404-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 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.

[Germany & Israel] ]Strahl, B., & Rafaeli, T. (2014). Turning point processes to higher education among care leavers. EUSARF 2014 poster from Linkedin Education of Children in Care Network

]]> 260 4 https://cdn.slidesharecdn.com/ss_thumbnails/strahlb-150315175404-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

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0 https://cdn.slidesharecdn.com/profile-photo-educationofchildrenincare-48x48.jpg?cb=1523387782 Welcome to the companion �ݺ�ߣShare page of the Linkedin Education of Children in Care Network - the international professional group on the education of children and youth in residential, kinship and foster care. Here we have 20+ conference and other presentations and documents from our group members and other researchers in the education of children in care field. As well as two presentations with an international focus, we have material from 14 different countries and three continents. Feel free to browse or download; if you select the ‘follow’ tab you’ll get an occasional email from �ݺ�ߣShare on future updates. A link to our Linkedin home page is above this profile (in blue). https://www.linkedin.com/grp/home?gid=4113166&goback=%25252Egsm_4113166_1_*2_*2_*2_lna_PENDING_*2 https://cdn.slidesharecdn.com/ss_thumbnails/formativeevaluationofthecrownwardeducationchampionshipteamcwectprograminontariokellyweegar-170120085453-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/formative-evaluation-of-the-crown-ward-education-championship-team-cwect-program-in-ontario/71211632 Formative Evaluation o... https://cdn.slidesharecdn.com/ss_thumbnails/swedenhojeri-160928100135-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/sweden-hojer-i-johansson-h-lindberg-h-2016-new-placement-new-school-changes-of-schools-for-children-in-out-of-home-care/66505197 (Sweden) Hojer, I., Jo... https://cdn.slidesharecdn.com/ss_thumbnails/irelandbradye-160928072021-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ireland-brady-e-2016-a-life-course-approach-to-the-educational-pathways-of-care-experienced-adults-new-dimensions-in-understanding/66499630 (Ireland) Brady, E. (2...