Journal ArticleDOI
Performance Standards, Student Effort on Homework, and Academic Achievement.
Gary Natriello,Edward L. McDill +1 more
TLDR
This paper used a sample of 12,146 students from 20 public high schools to estimate the effects of teachers, parents, and peers' standards on student effort and achievement while controlling for the effect of student background factors.Abstract:
Recent reports on the state of American schools have focused on the standards for student performance. Using a sample of 12,146 students from 20 public high schools, we estimate the effects of teachers', parents', and peers' standards on student effort and achievement while controlling for the effects of student background factors. Teachers', parents', and peers' standards each have a positive and significant effect on the time students spend on homework. The effects of performance standards on achievement are mixed. Teachers' and peers' standards have small positive effects, and parents' standards have larger negative effects. We offer interpretations of this pattern and suggestions for testing these interpretations in future studies.read more
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Journal ArticleDOI
Parental involvement and students' academic achievement: A meta-analysis.
Xitao Fan,Michael Chen +1 more
TL;DR: In this article, a meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement, revealing a small to moderate, and practically meaningful, relationship between parent involvement and academic achievement.
Journal ArticleDOI
From First Grade Forward: Early Foundations of High School Dropout.
TL;DR: In this paper, the authors examined the children's personal qualities, first-grade experiences and family circumstances as precursors to high school dropout in a sample of Baltimore school children from entrance into first grade in fall 1982 through early spring 1996.
Book
Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review
Camille A. Farrington,Melissa Roderick,Elaine Allensworth,Jenny Nagaoka,Tasha Seneca Keyes,David W. Johnson,Nicole O. Beechum +6 more
TL;DR: The Chicago Center for Research and Evaluation (CCSR) as discussed by the authors encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs, rather, it helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.
Book
Achievement in the First 2 Years of School: Patterns and Processes
TL;DR: The first year of schooling is identified as a period of considerable consequence for shaping subsequent achievement trajectories, and, for this reason, it may be especially important as a key to understanding black-white achievement differences.
Journal ArticleDOI
Parental Involvement in Homework
Kathleen V. Hoover-Dempsey,Angela C. Battiato,Joan M. T. Walker,Richard P. Reed,Jennifer M. DeJong,Kathleen P. Jones +5 more
TL;DR: The authors found that parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies, operating largely through modeling, reinforcement, and instruction.
References
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Book
The psychology of interpersonal relations
TL;DR: The psychology of interpersonal relations as mentioned in this paper, The psychology in interpersonal relations, The Psychology of interpersonal relationships, کتابخانه دیجیتال و فن اطلاعات دانشگاه امام صادق(ع)
Book
A place called school
TL;DR: This is the revolutionary account of the largest on-scene study of U.S. schools ever conducted, which provides compelling evidence that what the authors have will not do, and that only a thorough revolution can bring the reality of the school closer to its ideal.
Journal ArticleDOI
Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education
TL;DR: Rist as mentioned in this paper reported the results of an observational study of one class of ghetto children during their kindergarten, first-and second-grade years, and concluded that the way in which the teacher behaved toward the different groups became an important influence on the children's achievement.