11. Educational Improvement and Quality Assurance
Paper
Socio-Educational Action with Kinship Foster Care: Qualitative Analysis to Improve Quality from the Perspective of Social Educators
Tania García-Bermejo1, Juan Luis Fuentes2
1Universidad Nacional de Educación a Distancia, Spain; 2Universidad Complutense de Madrid, Spain
Presenting Author: Fuentes, Juan Luis
Kinship foster care is a measure for the protection of children and adolescents in which caregivers are direct relatives of the foster children. At present, it constitutes one of the measures most implemented and promoted by European countries (Lerch & Nordenmark, 2019; Sacur & Diogo, 2021).
Current research on kinship foster care families identify different problems. One of the most common is the intergenerational difference between children and caregivers (Del Valle et al., 2002; Montserrat, 2006), because most of these cases are formalized with grandparents (Molero et al., 2007; Montserrat, 2006; Wellard et al., 2017). This difference sometimes produces misunderstandings in families, which is frequently a source of conflict. Moreover, the age differences suppose a challenge for the physical capacity of the caregivers, which, sometimes, can hinder the correct care of children, considering that require a vitality in caregivers that the process of aging decreases considerably.
Considering academic aspects, it has been found that kinship foster care families obtain worse results than the average of the students (Jiménez & Palacios, 2008; Molero et al., 2007; Palacios & Jiménez, 2007), and that more than half are in courses lower than that which would correspond to them by age (Montserrat et al., 2013).
Difficulties that caregivers face when setting rules and limits for children are also highlighted (Molero et al., 2007; Palacios & Jiménez, 2007). Their style of authority is generally permissive, which is reactively changed to an authoritarian model when children become adolescents, without obtaining positive results. Furthermore, children do not understand this change in attitude in their caregivers, demanding a clear and coherent establishment of educational norms (Mateos et al., 2012).
Conflictive relationships between caregivers and parents are also noted, especially due to difficulties derived from the visits of parents with their children (Chateauneuf et al., 2017; Delgado et al., 2019), as well as health problems of adults belonging to these families (Del Valle et al., 2008; Mateos et al., 2012; Taylor & McQuillan, 2014).
Another significant problem is related to the construction of the identity and the elaboration of life history of children in foster care (García-Bermejo, 2017; Laklija, 2011; Mateos et al., 2012). It points out both difficulties of children to ask about their life trajectory, in many cases motivated by traumatic situations, and by the caregivers to facilitate the necessary transition in vital processes of children.
Along with the common problems of kinship foster care, an aspect linked to the quality of this educational intervention, are the theoretical models that support and give meaning to the used socio-educational methodologies. In this sense, there are currently different models that could answer to the specific structure and social circumstances of these families. Among them, the systemic model has acquired great relevance (Laszloffy, 2004; O´Hanlon & Beadle, 1996; Partridge et al., 2019), as well as others like mixed intervention model, cognitive-behavioral model or multifamily model, whose contributions deserve to be considered (Melendro, 2014).
However, previous research focus on the families, but not on the professionals who work with them, acquiring so a detailed description of its configuration, but without the pertinent perspective of educators. Hence, the research question of this study is: what educators can tell us, taking into account their own professional experience, to improve the quality of intervention with kinship foster care? As a consequence of that, the aim of this paper is to analyze the perceptions that social educators, who work with kinship foster care, have about the main difficulties presented by this kind of families, the most frequent demands, the key factors that promote a quality attention, and the most used theoretical model.
Methodology, Methods, Research Instruments or Sources UsedIn order to respond to the objective of our research, we have opted for a qualitative design, which has been carried out with an ad hoc questionnaire. The instrument consists of two parts: the first asks about sociodemographic data (gender, age, professional experience with kinship foster care and complementary training), and the second include open questions about: frequent problems in kinship foster care families; common demands made by caregivers, children and parents to professionals; key factors to achieve a quality intervention and the theoretical model they consider most effective. This questionnaire was validated by seven experts from different universities and practitioners, and a pilot test was applied to a several educators with different qualifications, who currently work or had worked with kinship foster care.
The study population was all the educators of the Child Care Centers of Public Social Services at the City of Madrid, and the sample was 86.54% of such population. Data was analyzed with Atlas.ti software.
Information was coded in such a way that it would allow a more accurate analysis (Massot et al., 2004), systematizing and homogenizing terms of each of the responses of social educators. This categorization process was carried out in an inductive way (Rodríguez et al., 2005), that is, from reading the answers to the questionnaires and not previously defining them. To be as objective as possible and to provide credibility and validity to the study, a triangulation of researchers was also developed carried out (Flick, 2014).
Conclusions, Expected Outcomes or FindingsResults show that 88.9% of educators are women between 36 and 45 years old. In 75.6% of cases, they have been working with kinship foster care for an average of more than 8 years. 64.44% and 37.77% have expert training or a master's degree in systemic family therapy and family mediation, respectively.
The two main problems that educators identify in kinship foster care are: difficulties in the elaboration of life histories of children (51.11%), followed by the conflictive relationships between caregivers and parents (37.78%).
The most important demands that children make to the professionals are: to maintain a closer relationship with their parents, with 37.78% of educators pointing it out; and to know their own life history, with 35.56%. Caregivers demand more support in the education of adolescents (44.44%), and more financial aids (37.78%). Parents demand to increase visits with their children (51.11%), followed significantly very far by the aim of family reunification (17.78%).
Educators emphasize that creation of an educational alliance with caregivers and children is what promotes a successful intervention with them, while with parents they consider that it is necessary to give them a proper space in the intervention. Additionally, they state that the work of elaborating the life history with the shelters is essential for a successful intervention (84.4%).
Finally, when asked to indicate the preferred theoretical model, they answer that the systemic model is the most appropriate for this kind of situations (48.88%); a mixed intervention model: systemic, cognitive-behavioral and psychoanalytic is a second option between educators (11.11%); and the cognitive-behavioral model (4.44%) or the multifamily model are stressed just by a few of the participants.
ReferencesBalsells Bailon, M. Á., Urrea Monclús, A., Ponce Alifonso, C., Vaquero Tió, E. y Navajas Hurtado, A. (2019). Claves de acción socioeducativa para promover la participación de las familias en procesos de acogimiento. Educación XX1, 22(1), 401-423, https://doi.org/10.5944/educxx1.21501
Chateauneuf, D., Turcotte, D. y Drapeau, S. (2017). The relationship between foster care families and birth families in a child welfare context: The determining factors. Child & Family Social Work, 23(1), 71-79.
Delgado, P., Pinto, V. S., Carvalho, J. y Gilligan, R. (2019). Family contact in foster care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 24(1), 98-105.
García-Bermejo, T. (2020). Reflexión teórica para la orientación psicopedagógica en los acogimientos en familia extensa. Revista Española de Orientación y Psicopedagogía, 31(2), 19-28.
Laklija, M. (2011). Foster care models in Europe: results of a conducted survey. Forum. https://www.udomiteljizadjecu.hr/wp-content/uploads/documents/publikacije/Foster%20care%20models%20in%20Europe%20-%20results%20of%20a%20conducted%20survey%20-%20Maja%20Laklija.pdf
Laszloffy, T. A. (2004). Rethinking Family Development Theory: Teaching with the Systemic Family Development (SFD) Model. Family Relations, 51(3), 206-214.
Lerch, V. y Nordenmark, A. (2019). Feasibility Study for a Child Guarantee Target Group Discussion Paper on Children in Alternative Care. European Commission.
O’Hanlon B. and Beadle S. (1996). A Field Guide to PossibilityLand: possibility therapy methods. BT Press.
Melendro, M. (Coord.) (2014). Estrategias eficaces de intervención socioeducativa con adolescentes en riesgo de exclusión. UNED - Universidad Nacional de Educación a Distancia.
Partridge, K., Dugmore, P., Mahaffey, H., Chidgey, M. y Owen, J. (2019). ‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care. Journal of Family Therapy, 41(3), 321-342.
Pérez Serrano, G., Poza Vilches, F. y Fernández García, A. (2016). Criterios para una intervención de calidad con jóvenes en dificultad social. Revista Española de Pedagogía, 63(1), 51-69.
Sacur, B. M. y Diogo, E. (2021). The EU Strategy on the Rights of the Child and the European Child Guarantee—Evidence-Based Recommendations for Alternative Care. Children, 8, 1181. https://www.mdpi.com/2227-9067/8/12/1181
Taylor, B. J. & McQuillan, K. (2014). Perspectives of Foster Parents and Social Workers on Foster Placement Disruption. Child Care in Practice, 20(2), 232-249. https://doi.org/10.1080/13575279.2013.859567
Wellard, S., Meakings, S., Farmer, E. y Hunt, J. (2017). Growing up in Kinship Care: Experiences as Adolescents and Outcomes in Young Adulthood. Grandparents Plus.
11. Educational Improvement and Quality Assurance
Paper
The Influence of Рhenomenal-Оriented Learning on the Solution of Educational Problems of Secondary School Students
Svetlana Popkova1, Gulmira Yestepbergenova2, Sairangul Sembayeva3
1Nazarbayev Intellectual School, Kazakhstan; 2Nazarbayev Intellectual School, Kazakhstan; 3Nazarbayev Intellectual School, Kazakhstan
Presenting Author: Popkova, Svetlana;
Yestepbergenova, Gulmira
The purpose of the study is to investigate the influence of phenomenally–oriented learning on studying a variety of topics in secondary school students. It was important for us to conduct this study to ensure the reliability of the method used. The question of our research is to what extent phenomenally oriented learning, within the framework of interdisciplinary interaction, influences the solution of various educational problems in secondary school students in the 7th grade.
Hypotheses put forward:
A) The study of phenomena in the classroom at school can contribute to solving a variety of educational problems.
C) The use of phenomenally oriented learning has a positive effect on the development of meta-subject skills among students in secondary school, in grade 7.
This is a study among a small group of 24 students conducted during September - November 2022 by students at the intellectual school of Almaty.
Evaluation method. The results pre- and post-testing were analyzed through a comparative method. The metacognitive skills of students were evaluated when solving problems:
- self-regulation,
- internal motivation,
- argumentation,
- interpretation.
The tests conducted before and after the study showed positive dynamics, and many students improved their results. The study showed that phenomenon-based learning had provided a more meaningful learning experience by actively engaging learners to solve problems that have a real-world context. It also helps learners to make connections across different disciplines. The results of the study show positive dynamics of changes in the level of self-regulation, internal motivation, argumentation, and interpretation of students.
When conducting the study, we considered how the authenticity of various educational problems of modern society can be attractive to students if you think about how to make the learning process such that it does not lead to entertainment and only superficial experiences. An important part of a teacher's job is to create positive cognitive dissonance through competing worldviews/roles [1]. Considering the solution of educational problems by students as an opportunity to study the features of the surrounding world from different points of view, it becomes clear the rationale for the use of phenomenally oriented teaching in school lessons, in interdisciplinary interaction, from the perspective of several subject contents that differ from each other [2].
Education in our school begins with the 7th grade. Students come to our school with different background knowledge, from different educational institutions of the city, region, and republic, with different features of the curricula. We noticed that students of grades 7 unproductively use the subject knowledge and skills acquired in various subjects, and as a result, they cannot offer solutions to any educational problem. Students have poorly developed self-regulation, low internal motivation, ineffective argumentation and practically no interpretation. Many scientists and educational researchers have emphasized the role of metacognitive processes in the regulation of cognitive activity, in particular intellectual activity. According to John Flavell, the concept of "metacognition" is defined as "the ability to analyze one's own thinking strategies and manage one's cognitive activity" [3].
According to A. Brown's model of metacognition, the regulation of cognition, as a category of metacognition, includes planning in the form of choosing a strategy for solving educational tasks [4]. The role of metacognitive processes is considered very important in the educational activities of students, since they understand and evaluate their own learning process, considering their own solutions to educational tasks and problems [5]. Phenomenally–oriented learning is just the interdisciplinary approach to learning that we need, which is student–oriented and based on research and problem solving. The purpose of phenomenon-based learning is to prepare students to solve problems related to real life [6].
Methodology, Methods, Research Instruments or Sources UsedPhenomenon-based learning is a learner-centred, multidisciplinary instructional approach that is based on student inquiry and problem solving [7]. Understanding various phenomena can become an important component of the learning process. The phenomena that teachers choose and include in their practice, linking science with life, should be attractive in their diversity for students and based on their life experience [8].
To understand how phenomenally oriented learning can help Grade 7 students solve educational problems related to real life, we have identified the following methods:
● situational.
● partially - search engine.
Emotional saturation through immersion in the situation of the problem will motivate students to cognitive activity to solve problems [9]. To determine the level of students' metacognitive skills in the form of self–regulation, internal motivation, argumentation, and interpretation, we conducted two tests with students - preliminary and subsequent.
The study consists of 3 stages:
● Pretest.
● The study of the phenomenon of "Water" in the form of a problem.
● Post - test.
Pre-test. Students were asked to answer preliminary questions that determine the level of self-regulation, internal motivation, argumentation, and interpretation. The questionnaire consists of 24 questions. As survey tools, the questions of Glazer's and T.D. Dudovskiy’s tests "Identification of the orientation and level of internal motivation of students' learning activities" were used selectively. During the pre-test, we did not offer students to study information about the phenomenon of "Water" yet.
The study of the phenomenon of "Water" in the form of a problem. After the testing, a multi-subject block was held for students, consisting of 4 lessons in the subjects: Biology, Physical education, Art, and English. All four lessons were aimed at studying the phenomenon of "Water", from various subject positions:
The Biology lesson began the study of the phenomenon, and it considered the properties, functions, and qualities of water.
The lesson of Physical culture considered the ability of water to transport harmful substances from the human body, with increased physical exertion, along with sweat.
At the English lesson, students analyzed several quotes about water and studied the physical and chemical properties of water.
The art lesson considered the creation of mock-ups of robots, considering their functional purposes when storing and delivering clean drinking water at school.
Post – test. When summing up the results of changes, we noted different outcomes from each other of the levels of self-regulation, internal motivation, argumentation, and interpretation available to students.
Conclusions, Expected Outcomes or FindingsAt the end of the study, we obtained positive comparative results, the level of metacognitive skills in grade 7 students increased after using the situational method, in the form of immersion in a problematic situation to study the phenomenon of water, also after using a partially search method, in the form of independent work on the topic of the phenomenon.
Questions to determine the level of self-regulation were aimed at the existing skills of students planning their working time. The questions to determine the level of argumentation were aimed at measuring the skills to confirm and prove one's opinion and the various ideas that arise, in the form of answers to questions. The questions on the definition of interpretation demonstrated the existing level of developed skills to interpret the various information received into the knowledge necessary to solve the problem. In this area, the application of existing subject knowledge, skills and life experience, when answering questions. Questions to determine internal motivation were aimed at the desire to actively search for the necessary information to do work chores or assignments in the classroom.
Thus, the post - test showed that out of 24, four students did not show a positive trend in the level of self-regulation, and the remaining 22 students have a positive change. It should be noted that these four students showed positive results in measuring the level of internal motivation. The level of interpretation has increased in comparison with pre - test. In 8 students, the level of argumentation changed in a positive way during the post - test, compared with the pre - test.
We intend to continue researching the impact of phenomenally oriented learning in the future, among students of several schools of the same age.
ReferencesЕрмилова Е.В., Попкова С.В., Мейрханова З.Д., Сембаева С.К., Методические рекомендации «Мастерская Web Qwest» для учителей НИШ, рекомендованное Научно-методическим советом Центра педагогического мастерства АОО, Назарбаев Интеллектуальные Школы», г. Нур-Султан, 2021 г., стр. 8.
Мейрханова З.Д. Ермилова Е.В. Попкова С.В., Методическое пособие «Проблемно – ориентированное обучение на уроках искусства» для учителей НИШ, рекомендованное Научно-методическим советом Центра педагогического мастерства АОО, Назарбаев Интеллектуальные Школы», г. Нур-Султан, 2020 г., стр. 4 – 5.
Flavell J.H. Metacognitive aspects of problem solv ing // The nature of intelligence. Hillsdale / Ed. by L.B. Resnick. – N.Y., 1976.
Brown, A. L. (1978). Knowing When, Where, and How to Remember: A Problem of Metacognition. Advances in Instructional Psychology, 1, 77-165.
Hartman H.J. Metacognition in Learning and Instruction: Theory, Research, and Practice, Kluwer Academic Publishers, Dordrecht, The Netherlands, 2001.
https://www.valamis.com/hub/phenomenon-based-learning - электронный ресурс, время обращения – 21.11.2022
https://www.nextgenscience.org/ - Next generation science Standards - электронный ресурс, время обращения 10.09.22
Ли, О. (2020). Делать повседневные явления феноменальными. Наука и дети, 58 (1), 56-61.
Cabrera, M. A. M., & Nguyen, N. T. (2001). Situational judgment tests: A review of practice and constructs assessed. International Journal of Selection and Assessment, 9(1‐2), 103.
11. Educational Improvement and Quality Assurance
Paper
Supporting Second Language Learners in Science Education: Insights from a Science and Literacy Teaching Project
Sofie Johansson1, Clas Olander2
1University of Gothenburg, Sweden; 2University of Malmö, Sweden
Presenting Author: Johansson, Sofie
Due to the recent surge of immigration to Sweden, it is estimated that approximately 25% of students aged 7-19 are second language learners. This heterogeneous group of students poses a challenge for teachers across all subjects, due to diverse individual differences, varying levels of language proficiency and the unique linguistic characteristics of each subject.
Enhancing science literacy can be facilitated by incorporating a focus on comprehending words in context, as proposed by Logan and Kieffer (2021). Furthermore, functional science literacy, as defined by Norris and Phillips (2003), encompasses not only an understanding of science terms, but also the ability to effectively communicate, read, and write using these terms in non-technical settings. The project, Science and Literacy Teaching (SALT), funded by the Swedish Research Council, attempted to identify the best strategies for supporting science teachers in working with second language learners.
Methodology, Methods, Research Instruments or Sources UsedA model of word types was constructed, drawing upon the categorization of words into everyday common words, academic words, and scientific words, as proposed by scholars such as Nation (2013), Hulstijn (2012) among others.
In order to assess the vocabulary difficulties faced by both first language (L1) and second language (L2) students, a sample of 232 participants was administered vocabulary tests that consisted of seven types of words. Three of these word types were neutral in terms of subject matter, while the other four were subject-specific and drawn from textbook texts in the fields of biology, physics, and chemistry. The tests were designed to examine students' receptive knowledge of the words, including their forms, meanings, and usage in authentic contexts. The tests involved matching test words with their correct meanings or synonyms in order to evaluate the depth of students' knowledge.
Conclusions, Expected Outcomes or FindingsWe found that there are four types of word groups that require special attention from teachers. In summary, L2-students had particular challenges with general language comprehension, such as academic words and homonymous words with subject-specific meanings. These types of words were not difficult for L1 students. Finally, all students had difficulty with homonymous words with academic and subject-specific meanings, as well as general subject-related words that were new to all students.
This research provides insights into the challenges that second language learners face in science education, and the findings can inform the development of pedagogical strategies to support their learning. By addressing these challenges, the research makes a contribution to the field of multilingualism by improving our understanding of how to support second language learners in acquiring science literacy.
ReferencesHulstijn, J.H. (2012). The construct of language proficiency in the study of bilingualism from a cognitive perspective. Bilingualism, 15(2), Cambridge.
Logan, J. K., & Kieffer, M. J. (2021). Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students. Reading and Writing, 34, 301-335.
Nation I.S.P. (2013), Learning Vocabulary in Another Language. Cambridge. Applied Linguistics. Cambridge University Press.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science education, 87(2), 224-240.
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