Literaturnachweis - Detailanzeige
| Autor/in | Evans, Larry D. |
|---|---|
| Titel | Academic Achievement of Students in Foster Care: Impeded or Improved? |
| Quelle | In: Psychology in the Schools, 41 (2004) 5, S.527-535 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.10179 |
| Schlagwörter | Psychoeducational Methods; Placement; Foster Care; Academic Achievement; High Risk Students; Student Evaluation; Achievement Gains; Intelligence Quotient; Comparative Analysis; Individual Characteristics; Racial Differences; Gender Differences; Family Environment; Arkansas |
| Abstract | Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased 0.22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above-average initial achievement (p less than 0.001), and indirectly related to not being in special education (p less than 0.001) and nonminority race (p less than 0.02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. (Contains 2 tables and 1 figure.) (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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