Family Environments, School Resources, and Educational Outcomes.

By: Kao, GraceContributor(s): Park, HyunjoonMaterial type: TextTextSeries: eBooks on DemandResearch in the Sociology of Education: Publisher: Bradford, West Yorkshire : Emerald Group Publishing Limited, 2016Description: 1 online resource (211 p.)ISBN: 9781784416270Genre/Form: Electronic books.Additional physical formats: Print version:: Family Environments, School Resources, and Educational OutcomesDDC classification: 301 Online resources: Click here to view this ebook.
Contents:
Front Cover -- Family Environments, School Resources, and Educational Outcomes -- Copyright Page -- Contents -- List of Contributors -- Editorial Advisory Board -- Introduction: Family Environments, School Resources, and Educational Outcomes -- References -- Chapter 1 How Schools Matter: The Need for a Contextual Perspective -- The Need for a Contextual Perspective: Three Questions about Schools -- What Is the Distribution of School Quality? -- How Do Social Conditions Outside of School Shape the Magnitude and Malleability of the Achievement Gaps Schools Receive?
Which Policies, School or Non-School, Would Most Effectively Reduce Achievement Gaps? -- Conclusion -- Notes -- References -- Chapter 2 Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children f... -- The Early Education of Children from Low-Income Families -- Kindergarten Instruction, Preschool Enrollment, and Elementary School Composition -- Method -- Sample -- Measures -- Reading Development -- Classroom Phonics Instruction -- Preschool Attendance -- School Poverty Level -- Child/Family Characteristics -- School/Teacher Characteristics
Plan of Analysis -- Results -- The Role of Preschools, Classrooms, and Schools in Reading Achievement -- Sensitivity Analyses -- Discussion -- Acknowledgments -- References -- Appendix -- Chapter 3 The Consequences of Principal and Teacher Turnover for School Social Resources -- Turnover and School Social Resources -- Principal Leadership and Teacher Community -- Staff Turnover Potentially Destabilizes Principal Leadership and Teacher Community -- Effects of Turnover on Principal Leadership and Teacher Community Should Be Role-Specific -- Data and Method -- Data -- Sample -- Measures
Principal Leadership and Teacher Community -- Staff Turnover -- Control Variables -- Analytic Models and Strategies to Address Confounding -- Results -- Unconditional Associations -- Multivariate Models -- Robustness Checks and Potential Confounding -- Discussion -- Limitations -- Broader Implications -- Notes -- Acknowledgments -- References -- Appendix A: School Social Resources Measures -- Item Wording -- Principal Leadership -- Teacher Community -- Comparison to Properties in Prior Studies -- Appendix B -- Appendix C
Chapter 4 The Effect of Mothers' Educational Credentials on Children's Outcomes: Does Being a First-Generation or Continuin... -- Background -- Cultural Capital and Parenting Approaches -- Embodied and Objectified Cultural Capital -- Institutionalized Cultural Capital -- First-Generation College Graduates and Social Mobility -- The Intergenerational Transmission of Advantage -- Data, Sample, and Analyses -- Measures -- Dependent Variables -- Independent Variables -- School Involvement -- Activities -- Educational Expectations and Beliefs -- Books at Home -- Controls -- Sample -- Results
Discussion
Summary: Contributions come from authors spread around the globe, illuminating how the efficacy and ideologies of schooling variably unfold in differing national and historical contexts. Written by sociologists, anthropologists, economists, and cultural critics, this journal offers lively and accessible empirical work to a broad audience.
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Front Cover -- Family Environments, School Resources, and Educational Outcomes -- Copyright Page -- Contents -- List of Contributors -- Editorial Advisory Board -- Introduction: Family Environments, School Resources, and Educational Outcomes -- References -- Chapter 1 How Schools Matter: The Need for a Contextual Perspective -- The Need for a Contextual Perspective: Three Questions about Schools -- What Is the Distribution of School Quality? -- How Do Social Conditions Outside of School Shape the Magnitude and Malleability of the Achievement Gaps Schools Receive?

Which Policies, School or Non-School, Would Most Effectively Reduce Achievement Gaps? -- Conclusion -- Notes -- References -- Chapter 2 Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children f... -- The Early Education of Children from Low-Income Families -- Kindergarten Instruction, Preschool Enrollment, and Elementary School Composition -- Method -- Sample -- Measures -- Reading Development -- Classroom Phonics Instruction -- Preschool Attendance -- School Poverty Level -- Child/Family Characteristics -- School/Teacher Characteristics

Plan of Analysis -- Results -- The Role of Preschools, Classrooms, and Schools in Reading Achievement -- Sensitivity Analyses -- Discussion -- Acknowledgments -- References -- Appendix -- Chapter 3 The Consequences of Principal and Teacher Turnover for School Social Resources -- Turnover and School Social Resources -- Principal Leadership and Teacher Community -- Staff Turnover Potentially Destabilizes Principal Leadership and Teacher Community -- Effects of Turnover on Principal Leadership and Teacher Community Should Be Role-Specific -- Data and Method -- Data -- Sample -- Measures

Principal Leadership and Teacher Community -- Staff Turnover -- Control Variables -- Analytic Models and Strategies to Address Confounding -- Results -- Unconditional Associations -- Multivariate Models -- Robustness Checks and Potential Confounding -- Discussion -- Limitations -- Broader Implications -- Notes -- Acknowledgments -- References -- Appendix A: School Social Resources Measures -- Item Wording -- Principal Leadership -- Teacher Community -- Comparison to Properties in Prior Studies -- Appendix B -- Appendix C

Chapter 4 The Effect of Mothers' Educational Credentials on Children's Outcomes: Does Being a First-Generation or Continuin... -- Background -- Cultural Capital and Parenting Approaches -- Embodied and Objectified Cultural Capital -- Institutionalized Cultural Capital -- First-Generation College Graduates and Social Mobility -- The Intergenerational Transmission of Advantage -- Data, Sample, and Analyses -- Measures -- Dependent Variables -- Independent Variables -- School Involvement -- Activities -- Educational Expectations and Beliefs -- Books at Home -- Controls -- Sample -- Results

Discussion

Contributions come from authors spread around the globe, illuminating how the efficacy and ideologies of schooling variably unfold in differing national and historical contexts. Written by sociologists, anthropologists, economists, and cultural critics, this journal offers lively and accessible empirical work to a broad audience.

Description based upon print version of record.

Author notes provided by Syndetics

Grace Kao , Department of Sociology, University of Pennsylvania, Philadelphia, PA, USA Hyunjoon Park , Department of Sociology, University of Pennsylvania, Philadelphia, PA, USA

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