Special Studies of Our Nation's Students.

Autor/inn/en	Mayeske, George W.; Beaton, Albert E., Jr.
Institution	Office of Education (DHEW), Washington, DC.
Titel	Special Studies of Our Nation's Students.
Quelle	(1975), (196 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; American Indians; Asian Americans; Blacks; Cultural Influences; Ethnic Groups; Methods; Metropolitan Areas; Mexican Americans; Motivation; National Norms; Puerto Ricans; Regional Schools; Sex Differences; Social Attitudes; Social Influences; Student Attitudes; Suburban Schools; Success; Whites + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Black person; Schwarzer; Cultural influence; Kultureinfluss; Ethnie; Method; Methode; Ballungsraum; Hispanoamerikaner; psychologische; Motivation (psychologisch); Puerto Rican; Puerto-Ricaner; Sex difference; Geschlechtsunterschied; Social attidude; Soziale Einstellung; Sozialer Einfluss; Schülerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Erfolg; White; Weißer
Abstract	The present study is the fourth and last in a series that specifically deals with the nations' schools, student achievement, and students' attitudes toward life. This volume employs new methods and categories of analysis to re-examine certain earlier findings such as the lack of any appreciable relationship between achievement level and having a family from which neither parent is absent and the greater independent role of family background fractors in a students' achievement. The role of two previously neglected variables -- that of sex and school attendance in either a metropolitan or non-metropolitan area -- in achievement and motivation is also explored. Earlier reported findings are seen to be substantially confirmed, extended, and made more specific in this report. The study shows that influences on student achievement tend to resolve themselves into attitudinal and motivational factors and social class factors, with the latter assuming the most importanne. Neither ethnicity, sex, nor regional differences account greatly for the source of variance in student achievement. Ethnically related variations in achievement and motivation are not considered to arise from anything inherent in the ethnic groups themselves and the crucial factor suggested is each group's experiences as a group, including the school attended. The most important achievement of these studies is deemed to lie in the documentation and quantification of the entanglement of influences in a child's education. (Author/AM)
Anmerkungen	Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01380-1; *$3.95)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01