Working towards better education for children in care: longitudinal analysis of the educational outcomes of a cohort of children in care in Australia     

Elizabeth Fernandez 《牛津教育评论》2019,45(4):481-501

ABSTRACT

Internationally, reviews of educational outcomes of children in care reveal consistent findings highlighting the need for considerable policy attention to be paid to their education to ensure they achieve optimal economic and psychosocial life outcomes. Important to enhancing the educational achievement of children in care are support, stability of environment, teaching resources and the recognition by all stakeholders – birth parents, foster carers, social workers and statutory authorities — that education is paramount to a child’s future well-being. This paper highlights the perspectives of carers, teachers and children on the fostering experience with particular focus on educational outcomes drawing on a prospective longitudinal study of children in long-term care. Using a multimethod, repeated measures multi-informant design, children were assessed by carers and teachers using the Achenbach Child Behaviour Checklist and its companion, the Teacher Report. The findings indicate demonstrated gains in terms of improved scores and adaptive functioning at subsequent assessments following two years of stable care. Discussion of the findings and implications for practice will focus on the need for a coordinated strategy to improve placement continuity and focused professional and organisational support with respect to the emotional and educational needs of children in care.  相似文献   

The Tutor's Role in Teaching Practice in Initial Teacher Training     

Magda Fernandez  Ramona Gonzalez  Angels Subirats 《欧洲师范教育杂志》1988,11(2):123-130

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A PI controller configuration for robust control of a class of nonlinear systems     

Jose Alvarez-RamirezGuillermo Fernandez  Rodolfo Suarez 《Journal of The Franklin Institute》2002,339(1):29-41

The PI control configuration for stabilization and signal tracking of nonlinear systems is investigated. Semiglobal asymptotic stability and semiglobal practical signal tracking of the controlled system are proven using results from the theory of nonlinear singularly perturbed systems.  相似文献   

俄维语词汇的感情色彩义对比研究     

艾尔肯·肉孜·艾尔图其 《喀什师范学院学报》2009,30(1):60-63

语言是表情达意的工具,词在传达概念意义的同时,还负载着说话人或操该语言的社团赋予的主观评价意义,这就是词的感情色彩义。俄语和维语中许多词都不同程度地带有感情色彩义。论文针对俄维两种语言中具有感情色彩意义的词汇进行对比与分析,试图找出两种语言词汇在表示感情色彩意义时的异同点。  相似文献   

From students to teachers: using surveys to build a culture of evidence and inquiry     

Larry Ludlow  Joseph Pedulla  Sarah Enterline  Marilyn Cochran‐Smith  Fran Loftus  Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337

In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university.  相似文献   

Assessment matters: Considering the scholarship of teaching and learning in student affairs     

Tony Ribera  Sarah Fernandez  Matt Gray 《About Campus》2012,16(6):25-28

Tony Ribera, Sarah Fernandez, and Matt Gray apply a scholarly approach to assessing student learning in the cocurriculum.  相似文献   

A Symbiosis of Access: Proliferating STEM PhD Training in the U.S. from 1920–2010     

Fernandez  Frank  Baker  David P.  Fu  Yuan-Chih  Muñoz  Ismael G.  Ford  Karly Sarita 《Minerva》2021,59(1):79-98

Minerva - Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American...  相似文献   

Luce Pathways Project: A Pilot Project for Heritage Language Speakers of Mandarin Chinese,Spanish, and Japanese     

Tomonori Nagano  Hector Fernandez 《Community College Journal of Research & Practice》2016,40(10):854-870

This article describes the development process of a project for heritage language speakers of Mandarin Chinese, Spanish, and Japanese at a high-enrollment community college in the northeast United States. This pilot project, funded by the Henry Luce Foundation, aimed to empower minority group students through active reinforcement of students’ heritage language and culture, crossdisciplinary faculty collaboration, and a cohort-based advisement model. The pilot project consisted of mentorship by faculty members who shared the same heritage language and culture, incorporation of heritage language and international business courses into students’ curricula, and weekly seminars that focused on developing students’ heritage culture and professional skills. A cohort of nine students demonstrated that such a model is effective for minority students by achieving a remarkably high completion rate (66.67%) compared with an average rate for public 2-year institutions in the United States (21.20%).  相似文献   

Education policy and equality in France: the socialist years     

Maria Fernandez Mellizo-Soto 《教育政策杂志》2013,28(1):11-17

This article analyses the design of French Socialist egalitarian education policy, defined in terms of a number of indicators: organizational aspects of the education system, financial aspects of education policy and the size of the education system. It considers the extent to which the Socialists altered the institutional structure of the education system in order to create opportunities for lower class pupils or students to study. The performance of the Socialist government suggests that the institutional structures of education tend toward a high degree of continuity and are difficult to change in a short period of time. Nevertheless, despite this pattern of continuity, the Socialists did reform the education system in a way that seems slightly more egalitarian. The article does not attempt to provide a comprehensive explanation of this continuity, but points out some of the factors that account for continuities in certain elements of education policy related to the aim of equality.  相似文献   

EXTENDING THE VALIDITY OF THE FAMILY INVOLVEMENT QUESTIONNAIRE–SHORT FORM FOR CULTURALLY AND LINGUISTICALLY DIVERSE FAMILIES FROM LOW‐INCOME BACKGROUNDS     

Rebecca J. Bulotsky‐Shearer  Johayra Bouza  Krystal Bichay  Veronica A. Fernandez  Patricia Gaona Hernandez 《Psychology in the schools》2016,53(9):911-925

The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed.  相似文献