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Social class and educational inequality : the impact of parents and schools /
"Social class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from 50 Child and Family Case Studies (CFCS) conducted with 13-16 year olds. Th...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge ; New York :
Cambridge University Press,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Siraj, Iram, |e author. | |
| 245 | 1 | 0 | |a Social class and educational inequality : |b the impact of parents and schools / |c Iram Siraj, Aziza Mayo. |
| 264 | 1 | |a Cambridge ; |a New York : |b Cambridge University Press, |c 2014. | |
| 300 | |a 1 online resource (ix, 321 pages .) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 500 | |a Measures of early home learning environments. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "Social class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from 50 Child and Family Case Studies (CFCS) conducted with 13-16 year olds. The authors look specifically at the roles that people and experiences - at home, in schools and in the wider community - have played in the learning life-courses of these children; how these factors have affected their achievement; and explanations and meanings given by respondents to the unique characteristics, experiences and events in their lives. Featuring the voices of real parents and children, and backed up by a decade of quantitative data, this is a compelling read that will help readers to understand the complex nature of social disadvantage and the interplay between risk and protective factors in homes and schools that can make for a transformational educational experience"-- |c Provided by publisher | ||
| 505 | 0 | |a Cover; Half title; Reviews; Title; Copyright; Contents; Figures; Tables; Acknowledgements; Abbreviations; 1Child and Family Case Studies in the context of the EPPSE study; Introduction; Background to the Child and Family Case Studies; 'Working definitions'of resilience and vulnerability; Outline of the book; 2 Studying learning life-courses; Introduction; Contextualist approaches to development; The bioecological model of human development; Defining properties of the bioecological model; Process; Person; Context; Time; Shaping development through the family microsystem | |
| 505 | 8 | |a Cultural values and beliefs in macrosystemsA national culture of academic learning; Historical time and place; The macrosystem of socio-economic status; Social class and differentiating proximal processes; Parenting cognitions; The cultural logic of childrearing; Implications for the Child and Family Case Studies; 3 Methods and sample of the Child and Family Case Studies; Rationale for the mixed-method design; The dialectical nature of the EPPE and Case Studies; The mixed-methods nature of the Case Studies; Constructing a purposeful sample for the Case Studies; The Case Studies interviews | |
| 505 | 8 | |a Interview data collection proceduresInterview coding procedures; Learning life-course trajectories; Research in the tradition of the bioecological theory of human development; 4 Cultural repertoires of childrearing across and within social classes; Introduction; Succeeding against the odds of disadvantage: Steven Peterson; Meet the Petersons; The family background of the Petersons; The early years of Steven Peterson; The primary school years of Steven Peterson; The secondary school years of Steven Peterson; Steven Peterson'sfuture; Not succeeding against the odds of disadvantage: Tom White | |
| 505 | 8 | |a Meet the White familyThe early years of Tom White; The primary school years of Tom White; The secondary school years of Tom White; The future for Tom White; Failing to meet the high expectations of privileged circumstances: Marcy Stewart; Meet the Stewart family; The early years of Marcy Stewart; The primary school years of Marcy Stewart; The secondary school years of Marcy Stewart; The future for Marcy Stewart; Doing well as expected: Imogene Woods; Meet the Woods family; The early years of Imogene Woods; The primary school years of Imogene Woods; The secondary school years of Imogene Woods | |
| 505 | 8 | |a The future for Imogene Woods5 Children as active agents of their own learning; Introduction; (Self- )perceptions of children; Children'smental resources; Motivational dispositions and the force characteristics of the developing person; Perceptions of vulnerable children'snegative force characteristics; Developmentally generative force characteristics; Transition into active agency; Conclusions; 6 Powerful parenting and home learning; Introduction; Perceived 'protective' and 'risk'factors related to the family microsystem; Academically effective family microsystems during the early years | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Education |x Social aspects. | |
| 650 | 0 | |a Social classes. | |
| 650 | 0 | |a Educational equalization. | |
| 650 | 0 | |a Children with social disabilities |x Education |v Case studies. | |
| 650 | 0 | |a Youth with social disabilities |x Education |v Case studies. | |
| 650 | 0 | |a Education |x Parent participation. | |
| 650 | 2 | |a Social Class | |
| 650 | 6 | |a Classes sociales. | |
| 650 | 6 | |a Démocratisation de l'enseignement. | |
| 650 | 6 | |a Enfants socialement défavorisés |x Éducation |v Études de cas. | |
| 650 | 6 | |a Éducation |x Participation des parents. | |
| 650 | 7 | |a social classes. |2 aat | |
| 650 | 7 | |a POLITICAL SCIENCE |x Public Policy |x Cultural Policy. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Anthropology |x Cultural. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Popular Culture. |2 bisacsh | |
| 650 | 7 | |a Children with social disabilities |x Education. |2 fast |0 (OCoLC)fst00855659 | |
| 650 | 7 | |a Education |x Parent participation. |2 fast |0 (OCoLC)fst00902710 | |
| 650 | 7 | |a Education |x Social aspects. |2 fast |0 (OCoLC)fst00902773 | |
| 650 | 7 | |a Educational equalization. |2 fast |0 (OCoLC)fst00903418 | |
| 650 | 7 | |a Social classes. |2 fast |0 (OCoLC)fst01122346 | |
| 650 | 7 | |a Youth with social disabilities |x Education. |2 fast |0 (OCoLC)fst01183667 | |
| 655 | 0 | |a Electronic books. | |
| 655 | 7 | |a Case studies. |2 fast |0 (OCoLC)fst01423765 | |
| 700 | 1 | |a Mayo, Aziza. | |
| 776 | 0 | 8 | |i Print version: |a Siraj, Iram. |t Social class and educational inequality. |d New York : Cambridge University Press, 2014 |z 9781107018051 |w (DLC) 2013049911 |w (OCoLC)871343594 |
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