Literaturnachweis - Detailanzeige
| Autor/in | Trinidad, Jose Eos |
|---|---|
| Titel | Will It Matter Who I'm in School with? Differential Influence of Collective Expectations on Urban and Rural US Schools |
| Quelle | In: International Studies in Sociology of Education, 29 (2020) 4, S.344-365 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Trinidad, Jose Eos) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0962-0214 |
| DOI | 10.1080/09620214.2019.1673791 |
| Schlagwörter | Expectation; Social Influences; Rural Urban Differences; Hierarchical Linear Modeling; Peer Influence; Academic Achievement; Longitudinal Studies; Grade 10; High School Students; Academic Aspiration; Education Longitudinal Study of 2002 (NCES); High School Longitudinal Study of 2009 (NCES) |
| Abstract | Aside from a student's personal desire to pursue higher education, a culture of high expectations in a school can have important consequences on the individual's achievement. However, the school's 'collective expectation' is affected by many contextual factors like urbanicity. Contributing to the research on urban-rural difference in education and nuancing the importance of having a culture of high expectations, this research examines how collective expectations affect student achievement differently in urban and rural schools. Using hierarchical linear models of a longitudinal sample of US high school students, the research shows how collective expectations have significant influence on short- and long-term outcomes of urban school students, but no significant ones on rural school students. It suggests the importance of shared expectations in urban schools, and how expectations -- both individual and collective -- can be leveraged to help students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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