Literaturnachweis - Detailanzeige
Autor/inn/en | Slates, Stephanie L.; Alexander, Karl L.; Entwisle, Doris R.; Olson, Linda S. |
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Titel | Counteracting Summer Slide: Social Capital Resources within Socioeconomically Disadvantaged Families |
Quelle | In: Journal of Education for Students Placed at Risk, 17 (2012) 3, S.165-185 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1082-4669 |
DOI | 10.1080/10824669.2012.688171 |
Schlagwörter | Social Capital; Disadvantaged; Socioeconomic Status; Elementary School Students; Reading Achievement; Mathematics Achievement; Family Characteristics; Gender Differences; Public Schools; Longitudinal Studies; Maryland; California Achievement Tests Sozialkapital; Socio-economic status; Sozioökonomischer Status; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung |
Abstract | Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. (Contains 1 figure, 7 tables, and 3 footnotes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |