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Source: Routledge
Resulting in 5 citations.
| 1. |
Conley, Dalton Albright, Karen |
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After the Bell: Family Background, Public Policy, and Educational Success New York, NY: Routledge, 2004. Also: http://www.questiaschool.com/read/107504305 Cohort(s): Mature Women, NLSY79, NLSY97, Older Men, Young Men, Young Women Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Employment, In-School; High School Completion/Graduates; High School Students; Time Use About the Book 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. Contents |
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Bibliography Citation
Conley, Dalton and Karen Albright. After the Bell: Family Background, Public Policy, and Educational Success. New York, NY: Routledge, 2004.. |
| 2. |
Hox, Joop J. |
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Panel Modeling: Random Coefficients and Covariance Structures In: Handbook of Advanced Multilevel Analysis. J. Hox and J. Roberts, eds., London: Routledge, 2010 Cohort(s): Children of the NLSY79 Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Behavior Problems Index (BPI); Home Observation for Measurement of Environment (HOME); Longitudinal Surveys; Modeling; Modeling, Multilevel; Research Methodology For structured change over time, we will use an example data set constructed by Patrick Curran. This data set, hereafter called the Curran data, was compiled from a large longitudinal data set. Supporting documentation and the original data files are available on the Internet (Curran, 1997); the following description is summarized from Curran (1997). The Curran data are a sample of 405 children who were within the first 2 years of entry to elementary school. The data consist of four repeated measures of both the child’s antisocial behavior and the child’s reading recognition skills. In addition, at the first measurement occasion, measures were collected of emotional support and cognitive stimulation provided by the mother. These data are a subsample from the National Longitudinal Survey of Youth (NLSY), based on three key criteria. First, children must have been between the ages of 6 and 8 years at the first wave of measurement. Second, children must have complete data on all measures used at the first measurement occasion. Third, only one child was considered from each mother. All N = 405 children and mothers were interviewed at measurement occasion one; on the three following occasions the sample sizes were 374, 297, and 294. Only 221 cases were interviewed at all four occasions. |
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Bibliography Citation
Hox, Joop J. "Panel Modeling: Random Coefficients and Covariance Structures" In: Handbook of Advanced Multilevel Analysis. J. Hox and J. Roberts, eds., London: Routledge, 2010
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| 3. |
Linver, Miriam R. Fuligni, Allison Sidle Brooks-Gunn, Jeanne |
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How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85 Cohort(s): Children of the NLSY79 Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Behavior Problems Index (BPI); Children, Poverty; Family Income; Home Observation for Measurement of Environment (HOME); Infant Health and Development Program (IHDP); Panel Study of Income Dynamics (PSID); Parenting Skills/Styles; Peabody Picture Vocabulary Test (PPVT); School Entry/Readiness The current political climate in the United States places a strong focus on the achievement of young people. At the heart of the concern is the welldocumented and publicized discrepancy in school achievement outcomes for children from poor socioeconomic backgrounds compared to their more affluent counterparts. The difference between poor and non-poor children is often evidenced even earlier in life, before school entry, as young children from disadvantaged families exhibit lower scores on tests of school readiness and enter school less prepared to succeed. A related issue is the disparity between test scores of African American and European American children, which still persists, though diminished, after accounting for income and other family background differences. What is it about coming from an economically disadvantaged family that is driving these differences in young children's development and achievement? In the 1960s, the Coleman report brought the attention of the sociology field to the importance of the family context for school performance. At the same time, psychologists were focusing on the importance of early experience (and by definition, the family) on later development. Together, these two disciplines helped to shape the terms of President Johnson's War on Poverty, which directed attention to child and family interventions and how these might make a difference in lives of poor families. In this chapter we discuss the importance of the family environment (including family income, parents' human capital, maternal emotional health, and parenting) as well as neighborhood context and how they may operate to link income and child outcomes. In our discussion, we draw upon our own and others' previous research from several different disciplines to illustrate these pathways. We provide several examples of how we have empirically examined these contextual components and their relation to children's development. We draw upon data from three la rge national datasets to address these issues: the Infant Health and Development Program (IHDP), the Panel Study of Income Dynamics - Child Development Supplement (PSID-CDS), and the National Longitudinal Study of Youth - Child Supplement (NLSY-CS). |
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Bibliography Citation
Linver, Miriam R., Allison Sidle Fuligni and Jeanne Brooks-Gunn. "How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood" In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85
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Ruspini, Elisabetta |
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Introduction to Longitudinal Research London and New York, NY: Routledge, 2002 Cohort(s): NLS General, NLSY79 Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Longitudinal Data Sets; Longitudinal Surveys [Publisher's Blurb] One of the major changes in the social science research landscape in recent years has been the introduction of computerized panel surveys in Europe and the US which make longitudinal data widely available to graduate students for the first time. Elisabetta Ruspini here provides a concise yet comprehensive introduction to the issues involved in this kind of research. This book:
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Bibliography Citation
Ruspini, Elisabetta. Introduction to Longitudinal Research. London and New York, NY: Routledge, 2002. |
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Warren, John Robert Lee, Jennifer C. Cataldi, Emily Forrest |
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Teenage Employment and High School Completion In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 197-256. Also: http://www.questiaschool.com/read/107504507?title=7%3A%20Teenage%20Employment%20and%20High%20School%20Completion Cohort(s): Mature Women, NLSY79, NLSY97, Young Men, Young Women Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Employment, In-School; Employment, Part-Time; Employment, Youth; High School Completion/Graduates; High School Students; National Education Longitudinal Survey (NELS); Part-Time Work; School Completion; Teenagers; Time Use Many parents and educators worry that high school students spend too much time working at paid jobs during the school year. They fear that working long hours - especially on school nights - hurts students' performance in the classroom. Many teachers report that their students who work long hours come to class unprepared and less well rested. At the same time, advocates of teenage employment assert that holding a job plays an important role in preparing young people for the adult labor force. It teaches some specific job skills, but more importantly it teaches responsibility, time management, the "value of a dollar, " and other valuable life skills. 2 However one views teenage employment, it is clearly commonplace: a recent report from the Bureau of Labor Statistics shows that about two in three 16 year olds and about three in four 17 year olds held paid jobs at some point during the 1998-1999 school year. |
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Bibliography Citation
Warren, John Robert, Jennifer C. Lee and Emily Forrest Cataldi. "Teenage Employment and High School Completion" In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 197-256.
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