Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654429
Title: "We do have a role in the education part!": an exploratory study of how foster carers support the education of looked after children
Author: Gundersen, Nicola
ISNI:       0000 0004 5358 2526
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
It is has been consistently highlighted over the past 20 years, that children in public care fall behind at school, often do not achieve good qualifications, and are much less likely than their peers to go on to further or higher education (Martin & Jackson, 2002). It is widely recognised that if pupils are to maximise their potential from schooling they will need the full support of their parents (Desforges & Abouchaar, 2003). Furthermore, research has consistently shown that parental involvement in children's education does make a positive difference to pupils' achievement (DCSF, 2008). However to date, there is little existing research into how foster carers support education. The aim of the present study was to explore how foster carers support the education of looked after children (LAC). A qualitative methodology was employed and the data analysed using grounded theory. Research participants were registered foster carers with a minimum of 12 months experience and currently fostering at least one school aged child. A total of 6 foster carers were interviewed via face to face semi-structured interviews. Foster carers were provided with the choice of being interviewed within the LA's main office or at home. Each foster carer chose to be interviewed at home. Find ings illustrated the importance of how foster carers' perceive their role and how this impacts upon how they take up their role in education. The implications of the present study's findings for the Local Authority and the Educational Psychology Service are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654429  DOI: Not available
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