Education in Out-of-Home Care

1. Front Matter

   Pages i-xvi

   PDF

2. Introduction

   • Patricia McNamara, Carme Montserrat, Sarah Wise

   Pages 1-9

3. Part I

   1. Front Matter

      Pages 11-11

      PDF

   2. The Importance of School from an International Perspective: What Do Children in General and Children in Vulnerable Situations Say?

      • Carme Montserrat, Ferran Casas, Joan Llosada-Gistau

      Pages 13-27

   3. Fostering Success in Education: Educational Outcomes of Students in Foster Care in the United States

      • National Working Group on Foster Care and Education, Peter J. Pecora, Kirk O’Brien

      Pages 29-45

   4. Strengthening the Evidence Base to Improve Educational Outcomes for Australians in Out-of-Home Care

      • Andrew Harvey, Jacqueline Z. Wilson, Lisa Andrewartha

      Pages 47-60

   5. The Educational Progress of Children in Out of Home Care in the UK

      • Julian Gardiner, Chrissy Bolton, Alastair G. Sutcliffe, Edward Melhuish

      Pages 61-74

4. Part II

   1. Front Matter

      Pages 75-75

      PDF

   2. Early Education as an Intervention for Children in Care

      • Sandra Mathers

      Pages 77-89

   3. Is Quality Good Enough for Out-of-Home Care Children? Early Childhood Education and Care Experiences of Australian Children in Out-of-Home Care at Age 3 to 5 Years

      • Sarah Wise

      Pages 91-104

   4. School Readiness in Children in Out-of-Home Care

      • Katherine Pears, Hyoun K. Kim

      Pages 105-116

5. Part III

   1. Front Matter

      Pages 117-117

      PDF

   2. Gender Effects of Tutoring on Reading and Math Skills in a Randomized Controlled Trial with Foster Children of Primary-School Age

      • Robyn A. Marquis, Robert J. Flynn

      Pages 119-133

   3. Seizing the Moment: Are We Optimising Primary Years’ Learning Opportunities for Australian Children in Care?

      • Patricia McNamara, Elizabeth Fernandez

      Pages 135-150

   4. A Holistic Approach to Educating Children in Care: Caring Schools

      • Claire Cameron, Katie Quy, Katie Hollingworth

      Pages 151-168

   5. Breaking the Cycle of Disadvantage: Educational Needs of Out-of-Home Care Children in Hong Kong

      • Mooly Wong Mei-ching

      Pages 169-181

6. Part IV

   1. Front Matter

      Pages 183-183

      PDF

   2. Improving Academic Accomplishments of Youth in Residential Education and Care in Israel: Implementing a Policy Change

      • Emmanuel Grupper, Yossef Zagury

      Pages 185-195

   3. Different Perceptions Regarding the Education of Children in Care: The Perspectives of Teachers, Caregivers and Children in Residential Care

      • Carme Montserrat, Joan Llosada-Gistau, Ferran Casas, Rosa Sitjes

      Pages 197-210

   4. The “Perfect Score”: The Burden of Educational Elitism on Children in Out-of-Home Care

      • Jacqueline Z. Wilson, Andrew Harvey, Pearl Goodwin-Burns, Joanna Humphries

      Pages 211-223

This book draws together for the first time some of the most important international policy practice and research relating to education in out-of-home care. It addresses the knowledge gap around how good learning experiences can enrich and add enjoyment to the lives of children and young people as they grow and develop. Through its ecological-development lens it focuses sharply on the experience of learning from early childhood to tertiary education. It offers empirical insights and best practices examples of learning and caregiving contexts with children and young people in formal learning settings, at home and in the community. This book is highly relevant for education and training programs in pedagogy, psychology, social work, youth work, residential care, foster care and kinship care along with early childhood, primary, secondary and tertiary education courses.   

• Children and Young People in Care
• Children’s Education in Care
• Early Childhood Education
• Education During Out-of-Home Care
• Education Inequality
• Education Outcomes in the US
• Education Outcomes from Foster Care in Eire
• Educational Residential Care
• Facilitating Optimum Learning Outcomes
• Good Learning Outcomes in Australia
• Higher Education in the Netherlands
• Subjective Well-Being
• Tertiary Education

     

• Department of Social Work, University of Melbourne, Parkville, Australia

  Patricia McNamara, Sarah Wise

• Faculty of Education and Psychology, Research Institute on Quality of Life, University of Girona, Girona, Spain

  Carme Montserrat

Patricia McNamara is an Australian academic, qualified in education, social work and family therapy. Her extensive practice career encompassed secondary teaching as well as early childhood, primary and secondary school social work. Patricia also worked as a university student counsellor and in child and family mental health. She then undertook doctoral and post-doctoral studies, completing a longitudinal study of adolescent residential treatment. That research had a strong focus on the education experience outcomes of young people living with mental health issues. Patricia has since worked for almost twenty years as a teaching and research academic in social work. Her current research interests include education in out-of-home care and therapeutic approaches to residential and foster care. Together with colleagues from La Trobe University she recently completed a funded scoping of education outcomes of care leavers across Australia. She is currently a Senior Fellow (Hon) in the Department of Social Work at the University of Melbourne where she is engaged in research and postgraduate education. 

Carme Montserrat is an academic qualified in education and social psychology. She has worked in the education and welfare systems in Barcelona (Spain) and as a consultant with the Council of Europe. From 2006 she has been teaching in the degrees of Psychology and Social Education at the University of Girona (Spain) and in Masters and Doctoral programs. She is member of the Research Team on Childhood, Adolescence, Children’s rights and their Quality of Life within the Research Institute on Quality of Life (IRQV) at the University. Her main areas of research are related to vulnerable children and young people and their well-being. Carme is focused on several domains including education of children in out-of-home care. She participated in the European project known as YIPPEE, which had a strong impact on sector awareness and knowledge about the education outcomesof care leavers. Her current research projects, both at national and cross-national levels, include education and wellbeing approaches to children in foster families (kinship and stranger) and residential homes. 

Sarah Wise is an Australian developmental researcher with many years of research, policy and service innovation experience covering a wide range of issues relating to children, parents and families. Her special interest areas are early childhood development, out-of-home care, local area responses and the development of social policy and practice with evidence. Sarah completed her PhD through the Departments of Psychology and Paediatrics at the University of Melbourne on the topic of attachment and wellbeing among foster care children. Sarah has held senior research positions within a Commonwealth Government Statutory Authority and in the not-for-profit child and family welfare sector. Sarah’s research has influenced policy and practice decision-making within the child and family service system. It has been directly linked to program innovation and new resources to improve the educational outcomes of children and young people in foster care and residential care. Sarah is currently employed as a Senior Researcher at the University of Melbourne, Department of Social Work. 

Policies and ethics