Two Questions for Sociologists of Education: A Rejoinder

Autor/inn/en	Downey, Douglas B.; Condron, Dennis J.
Titel	Two Questions for Sociologists of Education: A Rejoinder
Quelle	In: Sociology of Education, 89 (2016) 3, S.234-235 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040716652670
Schlagwörter	Stellungnahme; Social Scientists; Educational Sociology; Equal Education; Federal Government; Educational Opportunities; Public Policy; Socioeconomic Status; Summer Programs; Academic Achievement; Achievement Gap; Educational Change; Disadvantaged Youth; Thinking Skills; Teaching Methods; Comparative Analysis + Suchen Sie Ihr Suchwort? Social scientist; Sozialwissenschaftler; Bildungssoziologie; Erziehungssoziologie; Bundesregierung; Bildungsangebot; Bildungschance; Öffentliche Ordnung; Socio-economic status; Sozioökonomischer Status; Sommerkurs; Schulleistung; Bildungsreform; Benachteiligter Jugendlicher; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The commentaries on Downey and Condron found in this issue help advance an overdue conversation about schools and inequality. This paper considers two questions that are prompted by the comments from the authors' colleagues: (1) Would we make more progress reducing socio-economic and racial achievement gaps by reforming schools or by reforming the broader social and economic contexts in which schools exist?; and (2) How should we frame our questions? The authors encourage a new focus on understanding how the broader social context generates poor students' disadvantage at kindergarten entry. [For "Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality," see EJ1104970.] (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01