Which ‘In-Care’ and Educational Risk Factors are Present in the Lives of Looked After Young People Not Entered for GSCE Examinations or Alternative Qualifications

L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools

Kelley, Anna ; Morris, Sue

University:University of Birmingham

Department:School of Education

关键词: L Education;    LB Theory and practice of education;    LB1603 Secondary Education. High schools;   

Others  :  http://etheses.bham.ac.uk//id/eprint/362/1/Anna_Kelley_vol1.pdf

来源: University of Birmingham eTheses Repository

【 摘 要 】

The educational achievements and wellbeing of Looked After Children (LAC) have been a cause of concern for government health and education departments for the past three decades. This is because of a continually growing body of research detailing the disadvantage and poor outcomes that this population is at risk of experiencing in many areas of their lives. This thesis was produced as part of the written requirements for the new full-time Doctoral training in Educational Psychology. Volume One contains three chapters: Chapters One introduces the research study and literature review, provides contextual information about the relevance of the subject area at local and national levels and reflects on the challenges of brokering the study. Chapter Two evaluates existing research evidence which claims to chart major risk and protective factors encountered by LAC throughout their care and school experience. Chapter Three reports on findings from research carried out with the Year 11, 2006-07 cohort of Looked After Children (LAC) under the care of a West Midlands Local Authority (LA) in the year (2007-08). A mixed method approach was adopted in order to identify educational and within care risk and protective factors for those LAC within this cohort who were not entered for GCSE examinations or alternative qualifications. Statistical analysis of quantitative data was carried out and a sub-sample of young people interviewed to elicit their views on factors which were influential in their educational outcomes.