Woodhouse, Chloé (2013) Looked-after children and educational trajectories. Masters thesis, University of Gloucestershire.
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To date, the education of looked-after children has received much coverage within policy, practice and literature. With such focus predominantly on their underachievement, little attention has been afforded to those looked-after children that do achieve academic success. The following study aims to identify the possible educational trajectories of looked-after children, in order to understand why some looked-after children do well at school despite facing similar difficulties to those that do not achieve so well. The thesis demonstrates this using secondary documentation via a secondary analysis approach. The study makes an original contribution to knowledge by combining contemporary policy and legislation with existing theoretical concepts, specifically in relation to resilience. The theoretical ideas emphasised in this study are: (i) connection, (ii) control, (iii) coping. In doing so, the study draws upon a range of disciplinary and substantive perspectives including sociology, criminology, developmental psychology and psychiatry. It concludes with the notion that developing resilience in looked-after children has the potential to help them succeed at school, as well developing a series of wider characteristics and benefits that can be applied outside of an educational setting. This includes having a secure connection to someone, feeling in control of their lives and having the ability to cope with adversity.
|Item Type:||Thesis (Masters)|
|Additional Information:||Master of Science by Research|
|Uncontrolled Keywords:||Looked-after children; educational achievement; education policy, England; legislation, England|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||Schools and Research Institutes > School of Sport & Exercise|
|Depositing User:||Susan Turner|
|Date Deposited:||03 Mar 2015 09:35|
|Last Modified:||22 Sep 2016 15:26|