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Author: Reginald M. Clark
Publisher: University of Chicago Press
ISBN: 022622144X
Category : Education
Languages : en
Pages : 264
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Book Description
Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
Author: Reginald M. Clark
Publisher: University of Chicago Press
ISBN: 022622144X
Category : Education
Languages : en
Pages : 264
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Book Description
Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
Author: James S. Coleman
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 754
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Book Description
Author: Benjamin Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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Book Description
Students not only learn at different speeds and methods but also live in many different households and face many challenges to their personal academic journeys. These households have both positive and negative effects on the students which is often mirrored in the classroom. How students learn, and what are the factors that have positive and a negative effect on their learning is not only a very important aspect of education, but a highly evolving phenomena. Family households have changed rapidly over the last several decades and it is the job of the educational community to adhere to these changes in order to service each student in the very best way possible. The purpose of this study was to classify a selected group of students into three family households: married, single/divorced and foster guardianship and using state standardized tests in math and communication arts (MAP) along with school district quarterly benchmark assessments, see if a significant relationship exists between family households and student achievement. Once a significant relationship is identified, the study addressed to what degree the significance level existed, and finally through an analysis of the literature review, make recommendations that might benefit school districts in helping students that are not performing at the appropriate levels of success in state testing. The study will address four research questions: 1) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes, as measured by the Math MAP? 2) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes, as measured by the Communication Arts MAP? 3) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes as measured by Math quarterly benchmark assessments? 4) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes as measured by Communication Arts quarterly benchmark assessments? The testing instrument used was ANOVA (Analysis of Variance), which provided the appropriate measure of testing for the dependent variable (MAP and Quarterly Benchmarks) and the independent variable (family demographics, households). The results of the data will be organized and identified as having significant relationships and rejections of the null hypothesis or an acceptance of the null hypothesis. The study was significant because it examined literature that addressed the impact that a home life has on a student, and how that affect that students’ performance in the classroom. The study also will provide recommendations for educators that would be beneficial in addressing the growing needs of all students based on the type of household they dwell.
Author: William Jeynes
Publisher: Routledge
ISBN: 113639804X
Category : Education
Languages : en
Pages : 215
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Book Description
Trace the influence of family factors on children's emotional and educational well-being! The effect of family changes on children's academic success is a new subject for study. Divorce, Family Structure, and the Academic Success of Children is a comprehensive volume that brings research on this hotly debated topic up to date. With clear tables and incisive arguments, it is a single-volume reference on this vexing sociocultural problem. Divorce, Family Structure, and the Academic Success of Children offers a close look at the historical background and current theory of this field of study. But it is more than a compendium of known facts and completed studies. It examines issues of appropriate methodology and points out concerns for planning future research. Divorce, Family Structure, and the Academic Success of Children summarizes current knowledge of the effects of various influences on children's emotional and educational well-being, including: divorce and remarriage single-parent families nontraditional family structures race socioeconomic status mobility Educators, theorists, sociologists, and psychologists will find this volume an essential resource. With hundreds of useful references and clear organization, it presents new ideas in an easy-to-use format that makes it an ideal textbook as well.
Author: Shui Fong Lam
Publisher: Taylor & Francis
ISBN: 9780815326205
Category : Education
Languages : en
Pages : 138
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Book Description
Studies the interactive effects of family status and family process on children's academic achievement, drawing on research with a group of students in two inner-city schools to illustrate how parenting style mediates the influences of family structure and socio-economic status on academic performance. Concludes that an integrated model is superior to the traditional view of family status and process as independent factors. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Bobby Sneed
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 94
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Book Description
The purpose of this study was to explore the impact student attendance and family structure had on academic achievement as measured by the Georgia mandated criterion referenced competency test (CRCT) in middle grades mathematics. There were many factors that could have come into play regarding the level of academic achievement each child experiences. With federal, state and local entities placing increased pressure on schools and educators to be more accountable, specifically in the form of student test scores, it seemed imperative to understand the external variables that may negatively impact student learning potential. Utilizing the student's family structure data reported via contact information at the beginning of the academic year and their attendance history for the 2012-2013 academic year, this study focused on determining if attendance and family structure statistically impacted mathematics achievement scores on the 2013 annual CRCT in a North Georgia middle school. The overarching goal of this study was to explore variables associated with family structure in an effort to determine factors outside the educational systems control that affect student performance. Results from this study showed that both student attendance and family structure individually impacted overall achievement in middle grades mathematics.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Lynn A. O'Leary
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 150
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Book Description
Author: Alan Booth
Publisher: Routledge
ISBN: 1317843770
Category : Psychology
Languages : en
Pages : 315
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Book Description
Based on the presentations and discussions from a national symposium on family-school links held at the Pennsylvania State University, this volume brings together psychologists, sociologists, educators, and policymakers studying the bidirectional effects between schools and families. This topic -- the links between families and schools, and how these affect children's educational achievement -- encompasses a host of questions, each of key social and educational significance. * How far does parental involvement in schools affect children's experiences and achievement at school? * What explains the great differences between schools, families, and communities in the extent of such involvement? * Are these differences a matter of school practices, or do they reflect much broader social and cultural divisions? * What is the nature of the impact schools have on children and their families? * How can family-school-partnerships be fostered in a way that helps children? The chapter authors consider these questions and related issues, present different perspectives, highlight various aspects of the issues, and suggest widely differing answers. This volume's goal is to provide the reader with current information on what is known about family-school-community links, and to provoke new ways of thinking about these links and their implications for children's education and well-being.
Author: Gwendolyn W. Nipple
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 10
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Book Description
