Which of the following family problems contribute to lower achievement among low-income students?

Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235-251. //dx.doi.org/10.1037/0022-0663.100.2.235

Ali, S. R., McWhirter, E. H., & Chronister, K. M. (2005). Self-efficacy and vocational outcome expectations for adolescents of lower socioeconomic status: A pilot study. Journal of Career Assessment, 13(40), 40-58. doi:10.1177/1069072704270273

Bergen, E., Zuijen, T., Bishop, D., & Jong, P. F. (2016). Why are home literacy environment and children's reading skills associated? What parental skills reveal. Reading Research Quarterly, 52, 147-160. doi:10.1002/rrq.160

Blustein, D. (2013). The psychology of working: A new perspective for career development, counseling, and public policy. Abingdon-on-Thames, England: Routledge.

Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & García Coll, C. (2001). The home environments of children in the United States Part I: Variations by age, ethnicity, and poverty status. Child Development, 72, 1844-1867. doi:10.1111/1467-8624.t01-1-00382

Brown, M. G., Wohn, D. Y., & Ellison, N. (2016). Without a map: College access and the online practices of youth from low-income communities. Computers & Education, 92, 104-116. doi:10.1016/j.compedu.2015.10.001

Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57, 190-213. doi:10.1177/0004944113495500

Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly Journal of Economics, 126, 1593-1660. //doi.org/10.1093/qje/qjr041

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41, 778-820. doi:10.3368/jhr.XLI.4.778

Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, Section on Developmental and Behavioral Pediatrics, Shonkoff, J. P., Siegel, B. S., Dobbins, M. I., ...Wood, D. L. (2012). Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health. Pediatrics, 129(1), e224-31. doi:10.1542/peds.2011-2662

Diemer, M. A., & Ali, S. R. (2009). Integrating social class into vocational psychology: Theory and practice implications. Journal of Career Assessment, 17, 247-265. doi:10.1177/1069072708330462

Diemer, M. A., & Blustein, D. L. (2007). Vocational hope and vocational identity; Urban adolescents’ career development. Journal of Career Assessment, 15, 98-118. doi:10.1177/1069072706294528

Doerschuk, P., Bahrim, C., Daniel, J., Kruger, J., Mann, J., & Martin, C. (2016). Closing the gaps and filling the STEM pipeline: A multidisciplinary approach. Journal of Science Education and Technology, 25, 682-695. doi:10.1007/s10956-016-9622-8

Gimbert, B., Bol, L., & Wallace, D. (2007). The influence of teacher preparation on student achievement and the application of national standards by teachers of mathematics in urban secondary schools. Education and Urban Society, 40, 91-117. doi:10.1177/0013124507303993

Houle, J. N. (2014). Disparities in debt: Parents’ socioeconomic resources and young adult student loan debt. Sociology of Education, 87(1), 53-69. doi:10.1177/0038040713512213

McLaughlin, K. A., & Sheridan, M. A. (2016). Beyond cumulative risk: a dimensional approach to childhood adversity. Current Directions in Psychological Science, 25, 239-245. doi:10.1177/0963721416655883

Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain. Journal of Family Psychology, 23, 279-290. //dx.doi.org/10.1037/a0015403

Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2009). Risk factors for learning-related behavior problems at 24 months of age: Population-based estimates. Journal of Abnormal Child Psychology, 37, 401-413. doi:10.1007/s10802-008-9279-8

Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2009). Improving schools in socioeconomically disadvantaged areas: A review of research evidence. School Effectiveness and School Improvement, 15, 149-175.

National Center for Education Statistics. (2008). Percentage of high school dropouts among persons 16 through 24 years old (status dropout rate), by income level, and percentage distribution of status dropouts, by labor force status and educational attainment: 1970 through 2007. Retrieved from  //nces.ed.gov/programs/digest/d08/tables/dt08_110.asp

Orr, A. J. (2003). Black–White differences in achievement: The importance of wealth. Sociology of Education, 76, 281-304. //dx.doi.org/10.2307/1519867

Pribesh, S., Gavigan, K., & Dickinson, G. (2011). The access gap: Poverty and characteristics of school library media centers. The Library Quarterly, 81(2), 143-160.

Reardon, S. F., Valentino, R. A., Kalogrides, D., Shores, K. A., & Greenberg, E. H. (2013). Patterns and trends in racial academic achievement gaps among states, 1999-2011. Retrieved from //cepa.stanford.edu/content/patterns-and-trends-racial-academic-achievement-gaps-among-states-1999-2011

U.S. Census Bureau. (2000). Current population survey: Design and methodology. Retrieved from www.census.gov/hhes/socdemo/education/index.html.

Which of the following are the three most common types of step family structures?

If you're struggling to understand your stepfamily, it may help to learn more about three common “types” of stepfamily-- Neotraditional, Matriarchal, and Romantic. One of these types may be similar to what you see in your own family.

Which part of the parent/child relationship contributes to moral development?

Perhaps the single most powerful parental influence on children's moral development is induction. Explaining parental behavior and its implications for the child and others is linked to greater empathy, more highly developed conscience, higher levels of moral reasoning, and altruism.

What was the basis of Kohlberg's theory of moral development?

Cognitive in nature, Kohlberg's theory focuses on the thinking process that occurs when one decides whether a behaviour is right or wrong. Thus, the theoretical emphasis is on how one decides to respond to a moral dilemma, not what one decides or what one actually does.

What are the three levels of moral thinking According to Kohlberg?

Kohlberg identified three distinct levels of moral reasoning: preconventional, conventional, and postconventional.

Toplist

Neuester Beitrag

Stichworte