Family and School Capital: Towards a Context Theory of Students’ School Outcomes / by Kevin Marjoribanks

Englisch

Dordrecht : Springer, 2002

Online-Ressource (VII, 207 p) : digital

Erscheint auch als (Druck-Ausgabe) : ISBN 9789048160037

Erscheint auch als (Druck-Ausgabe) : ISBN 9781402005824

Erscheint auch als (Druck-Ausgabe) : ISBN 9789401599818

978-94-015-9980-1

Weitere Ausgaben: 978-90-481-6003-7 (Druckausgabe)

DOI: 10.1007/978-94-015-9980-1

*Education ; Psychology, clinical ; Educational sociology. ; Clinical psychology. ; Sociology.

Klassifikation der Library of Congress: LC189-214.53

Dewey Dezimal-Klassifikation: 306.43;

Book Industry Communication: JN

bisacsh: EDU040000

Book Industry Communication: JHB

One of the persistent challenges confronting societies is how to reduce inequalities in the educational and occupational attainment of students from different socio-economic, ethnic and race group backgrounds. This book represents a major advance in examining such educational problems. From an analysis of international investigations of family and school influences, a context theory of students' school outcomes is developed. This work brings together wonderful summaries of research and ads new insights from the author's own investigations. One of its substantial attributes is that it integrates qualitative and quantitative research orientations and methodologies, which is a major step forward in educational and social science research. A set of family and school measures is included that might be used by researchers and students as they examine the context theory, and by educators involved in school reform programs. This book will have a great appeal not only for students and researchers in educational fields but also for scholars in many other social science disciplines

 

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http://dx.doi.org/10.1007/978-94-015-9980-1 [Springer EBook]