Outline of a Theory of Practice.
About: This article is published in Contemporary Sociology.The article was published on 1980-03-01. It has received 14683 citations till now. The article focuses on the topics: Practice theory.
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TL;DR: A conceptual framework for computational theories of agents' involvements in their environments is offered, several other fields of research that hold the potential for dialogue with these new computational projects are surveyed, and the principal contributions of the articles are summarized.
136 citations
TL;DR: The authors suggest that policy makers follow a two-pronged approach for improving ECE participation rates among immigrant children, noting that federal and state ECE programs that target disadvantaged children in general are likely to benefit disadvantaged immigrant children as well.
Abstract: A substantial and growing share of the population, immigrant children are more likely than children with native-born parents to face a variety of circumstances, such as low family income, low parental education, and language barriers that place them at risk of developmental delay and poor academic performance once they enter school. Lynn Karoly and Gabriella Gonzalez examine the current role of and future potential for early care and education (ECE) programs in promoting healthy development for immigrant children. Participation in center-based care and preschool programs has been shown to have substantial short-term benefits and may also lead to long-term gains as children go through school and enter adulthood. Yet, overall, immigrant children have lower rates of participation in nonparental care of any type, including center-based ECE programs, than their native counterparts. Much of the participation gap can be explained by just a few economic and sociodemographic factors, the authors find. To some extent, the factors that affect disadvantaged immigrant children resemble those of their similarly disadvantaged native counterparts. Affordability, availability, and access to ECE programs are structural barriers for many immigrant families, as they are for disadvantaged families more generally. Language barriers, bureaucratic complexity, and distrust of government programs, especially among undocumented immigrants, are unique challenges that may prevent some immigrant families from taking advantage of ECE programs, even when their children might qualify for subsidies. Cultural preferences for parental care at home can also be a barrier. Thus the authors suggest that policy makers follow a two-pronged approach for improving ECE participation rates among immigrant children. First, they note, federal and state ECE programs that target disadvantaged children in general are likely to benefit disadvantaged immigrant children as well. Making preschool attendance universal is one way to benefit all immigrant children. Second, participation gaps that stem from the unique obstacles facing immigrants, such as language barriers and informational gaps, can be addressed through the way publicly subsidized and private or nonprofit programs are structured.
136 citations
TL;DR: This paper found that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields.
Abstract: The results from this study indicate similarities and differences in the factors related to the persistence of White and African American students in their freshman and sophomore years in college. Using random samples of data from students enrolled in public institutions of higher education in a Midwestern state, OLS regression analyses indicated that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields. While major fields were not statistically significant for White sophomores, White freshmen in social sciences or undecided about their majors were less likely to persist. The effects of financial aid packages on persistence varied across race.
135 citations
TL;DR: In this paper, it is argued that not only does the complexity of this issue defy such a simplistic framing, but dealing with the problem at that level does not go far enough, and the important interactive and causal effects arising from the confluence of these forces.
Abstract: In the analysis of school violence, there is a tendency for commentators to define the scope of the problem narrowly. Typically, they focus on interpersonal violence: between students or by students toward their teachers. In this article, it is argued that not only does the complexity of this issue defy such a simplistic framing but dealing with the problem at that level does not go far enough. It fails to address the wider context of school violence, the wider forms of violence in schools, and the important interactive and causal effects arising from the confluence of these forces. What is demanded is an integrated, multilevel definition of the problem that will lead to a multilevel causal analysis and a comprehensive policy response that takes account of the full range of constitutive elements. In this article, the first stage of such an approach is outlined with regard to defining the nature and scope of the problem.
135 citations
135 citations