Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

"Structure" is one of the most important, elusive, and undertheorized concepts in the social sciences. Setting out from a critique and reformulation of Anthony Giddens's notion of the duality of structure and Pierre Bourdieu's notion of habitus, this article attempts to develop a theory of structure that restores human agency to social actors, builds the possibility of change into the concept of structure, and overcomes the divide between semiotic and materialist visions of structure. "Structure" is one of the most important and most elusive terms in the vocabulary of current social science. The concept is central not only in such eponymous schools as structural functionalism, structuralism, and poststructuralism, but in virtually all tendencies of social scientific thought. But if social scientists find it impossible to do without the term "structure," we also find it nearly impossible to define it adequately. Many of us have surely had the experience of being asked by a "naive" student what we mean by structure, and then finding it embarrassingly difficult to define the term without using the word "structure" or one of its variants in its own definition. Sometimes we find what seems to be an acceptable synonym-for example, "pattern"-but all such synonyms lack the original's rhetorical force. When it comes to indicating

https://www.jstor.org/stable/pdf/2781191.pdf

A Theory of Structure: Duality, Agency, and Transformation

In recent years, the concept of boundaries has been at the center of influential research agendas in anthropology, history, political science, social psychology, and sociology. This article surveys some of these developments while describing the value added provided by the concept, particularly concerning the study of relational processes. It discusses literatures on (a) social and collective identity; (b) class, ethnic/racial, and gender/sex inequality; (c) professions, knowledge, and science; and (d) communities, national identities, and spatial boundaries. It points to similar processes at work across a range of institutions and social locations. It also suggests paths for further developments, focusing on the relationship between social and symbolic boundaries, cultural mechanisms for the production of boundaries, difference and hybridity, and cultural membership and group classifications.

The Study of Boundaries in the Social Sciences

Acknowledgments 1. Concerted Cultivation and the Accomplishment of Natural Growth 2. Social Structure and Daily Life PART I. THE ORGANIZATION OF DAILY LIFE 3. A Hectic Pace of Concerted Cultivation: Garrett Tallinger 4. A Child's Pace: Tyrec Taylor 5. Children's Play Is for Children: Katie Brindle PART II. LANGUAGE USE 6. Developing a Child: Alexander Williams 7. Language as a Conduit of Social Life: Harold McAllister PART III. FAMILIES AND INSTITUTIONS 8. Concerted Cultivation in Organizational Spheres: Stacey Marshall 9. Effort Creates Misery: Melanie Handlon 10. Letting Educators Lead the Way: Wendy Driver 11. Beating with a Belt, Fearing "the School": Little Billy Yanelli 12. The Power and Limits of Social Class Appendix A. Methodology: Enduring Dilemmas in Fieldwork Appendix B. Theory: Understanding the Work of Pierre Bourdieu Appendix C. Supporting Tables Notes Bibliography Index

Unequal Childhoods: Class, Race, and Family Life

This paper summarizes a qualitative study of family-school relationships in white working-class and middle-class communities. The results indicate that schools have standardized views of the proper role of parents in schooling. Moreover, social class provides parents with unequal resources to comply with teachers' requests for parental participation. Characteristics offamily life (e.g., social networks) also intervene and mediate family-school relationships. The social and cultural elements of family life that facilitate compliance with teachers' requests can be viewed as a form of cultural capital. The study suggests that the concept of cultural capital can be used fruitfully to understand social class differences in children's school experiences. The influence of family background on children's educational experiences has a curious place within the field of sociology of education. On the one hand, the issue has dominated the field. Wielding increasingly sophisticated methodological tools, social scientists have worked to document, elaborate, and replicate the influence of family background on educational

Social class differences in family-school relationships: the importance of cultural capital

Social class and parent involvement in schooling what do teachers want from parents? separation between family and school - Colton interconnectedness between family and school - Prescott mothers and fathers - gender differences in parent involvement in schooling why does social class influence parent involvement in schooling? educational profits - the positive impact of parent involvement on children's school careers the dark side of parent involvement in schooling - costs for families and teachers social class differences in inter-institutional linkages common problems in field work - a personal essay.

Home Advantage: Social Class and Parental Intervention in Elementary Education

This article presents a case study of parents' involvement with their third-grade children. Using interviews and classroom observations, the research revealed how some black parents, deeply concemed about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms. Since educators seek a positive and deferential role for parents in schooling, race appears to play an independent role in parents' ability to comply with educators' requests (although social class also mediates the ways in which black parents express their concerns). The results highlight the difference between possession and activation of capital and the value accorded displays of capital in particular settings. Taken together, the findings suggest the importance of focusing on moments of inclusion and exclusion in examining how individuals activate social and cultural capital

https://www.jstor.org/stable/pdf/2673185.pdf

Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships

The concept of cultural capital has been increasingly used in American sociology to study the impact of cultural reproduction on social reproduction. However, much confusion surrounds this concept. In this essay, we disentangle Bourdieu and Passeron's original work on cultural capital, specifying the theoretical roles cultural capital plays in their model, and the various types of high status signals they are concerned with. We expand on their work by proposing a new definition of cultural capital which focuses on cultural and social exclusion. We note a number of theoretical ambiguities and gaps in the original model, as well as specific methodological problems. In the second section, we shift our attention to the American literature on cultural capital. We discuss its assumptions and compare it with the original work. We also propose a research agenda which focuses on social and cultural selection and decouples cultural capital from the French context in which it was originally conceived to take into consideration the distinctive features of American culture. This agenda consists in 1) assessing the relevance of the concept of legitimate culture in the U.S.; 2) documenting the distinctive American repertoire of high status cultural signals; and 3) analyzing how cultural capital is turned into profits in America.

Annette Lareau

Papers

Unequal Childhoods: Class, Race, and Family Life

Social class differences in family-school relationships: the importance of cultural capital

Home Advantage: Social Class and Parental Intervention in Elementary Education

Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships

Cultural Capital: Allusions, Gaps and Glissandos in Recent TheoreticalDevelopments