NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953804
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0741-9325
Beginning Teacher Challenges Instructing Students Who Are in Foster Care
Zetlin, Andrea; MacLeod, Elaine; Kimm, Christina
Remedial and Special Education, v33 n1 p4-13 Jan-Feb 2012
Children in foster care compose a population of students very vulnerable to school failure. Placement and school instability and lack of collaboration between the school and child welfare agency are some of the barriers that impede their school performance. This study focused on the classroom context and questioned beginning general and special education teachers in urban schools about their experiences instructing students living in foster care. Findings revealed that foster youth present serious challenges to "beginning" teachers that go largely unaddressed because of lack of information about the child, lack of teacher preparedness for such challenges, and lack of supports by the school and collaboration with the child welfare system. (Contains 4 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California