Literaturnachweis - Detailanzeige
| Autor/in | Morton, Brenda M. |
|---|---|
| Titel | The Power of Community: How Foster Parents, Teachers, and Community Members Support Academic Achievement for Foster Youth |
| Quelle | In: Journal of Research in Childhood Education, 30 (2016) 1, S.99-112 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| DOI | 10.1080/02568543.2015.1105334 |
| Schlagwörter | Academic Achievement; Foster Care; At Risk Students; Phenomenology; Interviews; Student Experience; Resilience (Psychology); Family Involvement; School Support; Community Support; College Bound Students; Participant Characteristics; Coping; Achievement Need; Success; Oregon |
| Abstract | Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12 education experience. In-depth interviews are shared, offering a rare glimpse into the challenging lives of foster youth and revealing the supports that contributed to their success. The significance of each support entity identified by the participants must be broadly shared. The support entities are family, school, community, and self-reliance. The insights of the foster youth show how family, teachers, and community can work together to support the academic achievement of foster youth. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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