Literaturnachweis - Detailanzeige
| Autor/in | Willingham, Daniel T. |
|---|---|
| Titel | Ask the Cognitive Scientist: Why Does Family Wealth Affect Learning? |
| Quelle | In: American Educator, 36 (2012) 1, S.33-39 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0148-432X |
| Schlagwörter | Disadvantaged Youth; Stress Variables; Educational Opportunities; Teacher Student Relationship; Teacher Attitudes; Teacher Behavior; Cognitive Development; Cognitive Psychology; Social Theories; Social Indicators; Social Influences; Family Financial Resources; Academic Achievement |
| Abstract | Disadvantaged children face a host of challenges to academic success. These challenges fall into two broad categories. First, as one might expect, wealthier parents have the resources to provide more and better learning opportunities for their children. Second, children from poorer homes are subject to chronic stress, which research from the last 10 years has shown is more destructive to learning than was previously guessed. But research also shows it's not all about money. Research shows that besides social service supports, a classroom teacher's warmth toward and high expectations for disadvantaged children can help them reach their potential. (Contains 79 endnotes.) (ERIC). |
| Anmerkungen | American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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