The Educational Expectation of Looked after Children

Adoption and Fostering

Volumn 26, Issue 3, 2002, Pages 58-68

  Elliott, Amber ^a  

^a QUEEN ELIZABETH HOSPITAL   (United Kingdom)

Author keywords

education; expectations; fostering

Indexed keywords

EID: 84937384957     PISSN: 03085759     EISSN: 1740469X     Source Type: Journal    
DOI: 10.1177/030857590202600309     Document Type: Article

References (16)

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3. D.C.CarterD. Clark, Doing Quantitative Psychological Research: From design to report, Hove: Psychology Press, 1997.
4. H.M.CooperH.Tom, ‘Teacher expectation research: A review with implications for classroom instruction’, The Elementary School Journal85:1, pp 76–89, 1984.
5. Department for Education and Employment and Department of Health, Draft Guidance on the Education of Children Looked After By Local Authorities, London: DfEE, 1999.
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7. H.FirthB.Fletcher, ‘Developing equal chances: A whole authority approach’, in (ed), Nobody Ever Told Us School Mattered, London: BAAF, 2001.
8. F.F.CampbellF. Fletcher, The Education of Children who are Looked After, Slough: National Foundation for Educational Research, 1997.
9. F.F.CampbellF. Fletcher, ‘Current trends and educational initiatives: what value have they for looked after young people?’, in (ed), see below.
10. T.GoodJ.Brophy, Educational Psychology: A realistic approach, New York: Holt, Rinehart & Winston, 1977.
11. A.HeathM.ColtonJ.Aldgate (1994), ‘Failure to escape: a longitudinal study of foster children's educational attainment’, reprinted in (ed), see below.
12. S.Jackson (ed), Nobody Ever Told Us School Mattered, London: BAAF, 2001.
13. G.P.Matthews, ‘An example of the teacher expectation effect in mixed ability teaching’, Journal of Research in Science Teaching19:6, pp 497–502, 1982.
14. R.RosenthalL.Jacobson, Pygmalion in the Classroom, New York: Holt, Rinehart & Winston, 1968.
15. G.B.Shaw, Pygmalion, London: Penguin Books, 1914.
16. M.Stein, ‘Leaving care, education and career trajectories’ (1994), cited in Blyth E, ‘Keeping looked after young people in mainstream education’, in Jackson S (ed), as above.