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ERIC Number: ED667238
Record Type: Non-Journal
Publication Date: 2021
Pages: 134
Abstractor: As Provided
ISBN: 979-8-5160-6687-0
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
School Administrators' Perceptions on Teaching Foster Children
Tisha Hess
ProQuest LLC, Ph.D. Dissertation, Walden University
Children in foster care face multiple barriers compared to their nonfoster peers, especially as it pertains to their educational success. The problem was school administrators, such as principals and assistant principals, face greater challenges in meeting the educational needs of foster children in addition to balancing the extraneous issues foster children face. Using Bronfenbrenner's ecological theory, the purpose of this qualitative case study was to explore the experiences, perceptions, and challenges of elementary school administrators who work with foster youth in one school district in Illinois. The specific focus was on administrators' role in curriculum design, support services, and ability to address behavioral issues in the school setting. After COVID-19 pandemic related modifications were made to the data collection method, interview questions were sent out electronically to elementary school principals and assistant principals within one school district in Illinois. Using open and priori coding techniques, the data were analyzed for trends and patterns and five themes emerged. These themes were (a) needs/barriers around support within the student experience, (b) general and instructional challenges facing school administration, (c) collaboration and the impact on student experiences, (d) support services/resources impacting student and teacher, and (e) changes needed to serve foster students in the educational setting. The data derived from this study will be used to inform practice for child welfare and educational staff, to aid in the development of specific educational service plans, and to promote awareness of environmental and demographic components as it pertains to elementary foster students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A
Author Affiliations: N/A