Preliminary effects of a group-based tutoring program for children in long-term foster care
AbstractChildren in foster care are frequently behind in educational achievement (Flynn, Ghzal, Legault, Vandermeulen, & Petrick, 2004) and perform below grade level (Trout, Hagaman, Casey, Reid, & Epstein, 2008 for a review).
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Bibliographic InfoArticle provided by Elsevier in its journal Children and Youth Services Review.
Volume (Year): 34 (2012)
Issue (Month): 6 ()
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Web page: http://www.elsevier.com/locate/childyouth
Direct instruction; Out-of-home care; Academic achievement; Tutoring;
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Trout, Alexandra L. & Hagaman, Jessica & Casey, Kathryn & Reid, Robert & Epstein, Michael H., 2008. "The academic status of children and youth in out-of-home care: A review of the literature," Children and Youth Services Review, Elsevier, vol. 30(9), pages 979-994, September.
- Forsman, Hilma & Vinnerljung, Bo, 2012. "Interventions aiming to improve school achievements of children in out-of-home care: A scoping review," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1084-1091.
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