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| Autor/in | Ansalone, George Edward |
|---|---|
| Titel | Exploring unequal achievement in the schools. The social construction of failure. |
| Quelle | Lanham, Md. u.a.: Lexington Books (2009), XI, 243 S. |
| Beigaben | Literatur- und URL-Angaben S. 217-240 |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-7391-2468-4; 978-0-7391-2468-0 |
| Schlagwörter | Bildungschance; Chancengleichheit; Soziale Ungleichheit; Sozialforschung; Geschlechtsspezifische Sozialisation; Soziale Herkunft; Familie; Bildungspolitik; Chancengleichheit; Familie; Schüler; Schule; Schulversagen; Soziale Ungleichheit; Schulleistung; USA; Bildungspolitik; Soziale Herkunft; Schulerfolg; Leistungsbeurteilung; Zugang; Minderheit; Schule; Klassengröße; Schüler; Leistungsbeurteilung; Schulerfolg; Schulleistung; Schulversagen; Schülerleistung; Effektivität; Effektivität; Einflussfaktor; Zugang; Minderheit; Ethnische Minderheit; USA |
| Abstract | One of the most disturbing problems in American education today is the unequal achievement of children in schools. Few problems have sparked greater concern than the question of why students from different social origins differ so significantly in their academic performance. [This book] explores the role played by families and schools in this troubling problem. It employs a social constructionist approach in considering how ascribed characteristics (race, gender, and class) intersect with the daily interactions of teachers and students in classrooms and with the educational practices and structures within schools (tracking, testing, and teacher expectations) to play an exacting role in the construction of success or failure. It suggests that the new student identity that begins to emerge as a result of these processes provides a self-fulfilling prophesy of expectation and belief, which defines how students see themselves as learners and achievers. Through these practices, schooling becomes a crucial factor in the social construction of academic success. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2010/1 |
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