After the Bell

Family Background, Public Policy and Educational Success
Erscheinungsjahr 2004
ISBN: 978-0-415-30896-0
Verlag: Taylor & Francis Ltd

Buch, Englisch, 348 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 658 g

Reihe: Routledge Advances in Sociology

Since the publication of the Coleman report in the US many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools.
With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle and Richard Arum this book is an important contribution to a debate that has implications across the board in social sciences and policy-making. It will be required reading for students and academics within sociology, economics and education and should also find a place on the bookshelves of education policy-makers.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Albright, Karen

Conley, Dalton

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Familiensoziologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

1. How Do Parents Matter 2. Family Background, Education Determination and Policy Implications 3. Young Children's Achievement in School and Socioeconomic Background 4. Macro Causes, Micro Effects 5. Fathers: An Overlooked Resource for Children's Educational Success 6. Intergenerational Assets and the Black/White Test Score Gap 7. Teenage Employment and High School Completion 8. School-Community Relationships.

Über Autor(innen)

Dalton Conley is Director, Center for Advanced Social Science Research, New York University, USA.
Karen Albright is Instructor of Sociology, New York University, USA.