Systematic Review of Educational Interventions for Looked-After Children and Young People: Recommendations for Intervention Development and Evaluation

Autor/inn/en	Evans, Rhiannon; Brown, Rachel; Rees, Gwyther; Smith, Philip
Titel	Systematic Review of Educational Interventions for Looked-After Children and Young People: Recommendations for Intervention Development and Evaluation
Quelle	In: British Educational Research Journal, 43 (2017) 1, S.68-94 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3252
Schlagwörter	Educationally Disadvantaged; Intervention; Randomized Controlled Trials; Youth; Elementary Secondary Education; Academic Ability; Academic Achievement; Special Education; Homework; Attendance; Suspension; Dropouts; Student Placement; Teacher Student Relationship; Student Behavior; Student Attitudes; Educational Attitudes; Program Effectiveness; Best Practices; Literature Reviews; Statistical Analysis; Statistical Bias; Achievement Tests; Elementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Foster Care; Robustness (Statistics); Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Neale Analysis of Reading Ability + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Hausaufgabe; Anwesenheit; Ausschluss; Schulausschluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerpraktikum; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; Lesetest; Pflegehilfe; Widerstandsfähigkeit
Abstract	Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged =18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop-out; number of school placements; teacher-student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01