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020 a| 9780813366517;

020 a| 0813366518 (Trade Paper)c| USD 40.00 Retail Price (Perseus Books Group)9| Active Record;

024 3 a| 9780813366517;

035 a| (WaSeSS)ssj0000080063;

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040 a| BIP USd| WaSeSS;

049 a| EREEa| NEHH;

100 1 a| Entwisle, Doris R.e| Author=| ^A11638;

245 10 a| Children, Schools, and Inequalityh| [electronic resource];

250 a| Revised;

260 a| Boulder : b| Westview Pressa| New York : b| Perseus Books Group [Distributor];

300 a| 254 p.c| 09.000 x 06.000 in.;

440 0 a| Social Inequality Ser.;

506 a| Available only to authorized users.;

520 8 a| Annotationb| <div>Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children’s development. <i>Children, Schools, and Inequality</i> redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children’s school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition—how children negotiate entry into full-time schooling—is a crucial period. They also show that events over that time have repercussions that echo throughout children’s entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, <i>Children, Schools, and Inequality</i> can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.</div>;

538 a| Mode of access: World Wide Web;

650 4 a| Educational Equalization;

650 4 a| Educationx| Social Aspects;

650 4 a| Children With Social Disabilitiesx| Education;

655 0 a| Electronic books.=| ^A491897;

700 1 a| Alexander, Karl L.e| Author=| ^A238196;

700 1 a| Olson, Linda Steffele| Author=| ^A390510;

710 2 a| EBSCO Publishing (Firm)=| ^A272205;

856 40 z| Full text available from Education Research Completeu| https://search.ebscohost.com/direct.asp?db=ehh&jid=63DR&scope=site&scope=site&custid=s5822723&authtype=ip,shib;

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Children, Schools, and Inequality

Author/creator	Entwisle, Doris R. Author
Other author	Alexander, Karl L. Author
Other author	Olson, Linda Steffel Author
Other author	EBSCO Publishing (Firm)
Format	Electronic
Edition	Revised
Publication Info	Boulder : Westview Press New York : Perseus Books Group [Distributor]
Description	254 p. 09.000 x 06.000 in.
Supplemental Content	Full text available from Education Research Complete
Subjects	Educational Equalization Education--Social Aspects. Children With Social Disabilities--Education.

Series	Social Inequality Ser.
Summary	Annotation <div>Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children’s development. <i>Children, Schools, and Inequality</i> redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children’s school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition—how children negotiate entry into full-time schooling—is a crucial period. They also show that events over that time have repercussions that echo throughout children’s entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, <i>Children, Schools, and Inequality</i> can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.</div>
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
ISBN	9780813366517
ISBN	0813366518 (Trade Paper) Active Record
Standard identifier#	9780813366517
Stock number	00028450

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Children, Schools, and Inequality

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