The hidden academic curriculum and inequality in early education. How class, race, teacher interactions, and friendship influence student success.

Autor/in	Kozlowski, Karen Phelan
Titel	The hidden academic curriculum and inequality in early education. How class, race, teacher interactions, and friendship influence student success.
Quelle	New York: Routledge, Taylor & Francis Group (2022), X, 211 S.Verfügbarkeit
Reihe	Routledge research in educational equality and diversity
Beigaben	Illustrationen; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9780367226824 (gebundene Ausgabe); 9781032156736 (Taschenbuch); 9780429276361 (E-Book)
Schlagwörter	USA; Education, Elementary; Social aspects; United States; Academic achievement; Education; Curricula; Teacher-student relationships; First grade (Education); Erziehung + Suchen Sie Ihr Suchwort? Elementary education; Elementarunterricht; Social behavior; Social behaviour; Soziales Verhalten; USA; Schulleistung; Bildung; Erziehung; Curriculum; Lehrplan; Rahmenplan; Teacher; Teachers; Student; Students; Relationship; Lehrer; Lehrerin; Lehrende; Schüler; Schülerin; Studentin; Wechselbeziehung; Verbindung; Grade 1; 1. Schuljahr
Abstract	"The Hidden Academic Curriculum and Inequality in Early Education : How Class, Race, Teacher Interactions, and Friendship Influence Student Success explores key differences observed between the classroom interactions and academic behaviors of racially, socially, and ethnically diverse first grade students. Chapters offer in-depth analysis of the ways in which classed and racialized coaching by families, differentiated teacher-student interactions, and racially segregated friendships play out in the school environment, and ultimately influence a child's ability to decode the academic hidden curriculum. This in turn, dictates a child's understanding and ability to perform the specific skills associated with academic success. Ultimately, the text highlights the critical need for improved understanding of how in- and out-of-school factors impact child behaviors, and offers key recommendations to prevent the perpetuation of racial and socioeconomic inequalities in schools and classrooms.--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2022/3/07