Looked-After Children: What Supports Them to Learn?

Autor/in	Sugden, Edward Jack
Titel	Looked-After Children: What Supports Them to Learn?
Quelle	In: Educational Psychology in Practice, 29 (2013) 4, S.367-382 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2013.846849
Schlagwörter	Foreign Countries; Children; Semi Structured Interviews; Childhood Attitudes; Learning Motivation; Child Welfare; Foster Care; Student School Relationship; Phenomenology; School Attitudes; Educational Environment; Teacher Role; Peer Relationship; Friendship; Teacher Student Relationship; Play; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Motivation for studies; Lernmotivation; Kindeswohl; Pflegehilfe; Schüler-Lehrer-Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Peer-Beziehungen; Freundschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Großbritannien
Abstract	This paper outlines a study which explored six young Looked-after Children's perceptions of what supports them to learn. The participants were aged between eight and nine years old and lived in the UK. The study adopted semi-structured interviews and notepad diaries as research methods and Interpretative Phenomenological Analysis (IPA) as the research methodology. Three super-ordinate themes were developed, which focussed on the importance which participants placed on school as the major support for learning as summarised in the themes: a place where I am accepted; a place where I can make choices; and a place which personalises learning. A model seeking to outline the findings was generated and the implications which the research raises are discussed. Additionally, considerations for future research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10