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Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.


Papers
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Journal ArticleDOI
TL;DR: Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field's origins in the 1970s.
Abstract: Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of “efficiency” as well as “effectiveness” as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began.

361 citations

Book
31 Mar 2021
TL;DR: In this article, the authors examine primary and secondary schools in disadvantaged areas in a post-industrial ('rustbelt') city and argue that educational and social disadvantage are inextricably linked in children's everyday lives.
Abstract: 'A truly exceptional book.' - Michael W. Apple, University of Wisconsin, Madison'A gripping insight into the local struggles facing disadvantaged schools and a compelling account of the injustice of their place in the bigger picture.' - Professor Geoff Whitty, Director, Institute of Education, University of LondonSchools in disadvantaged areas are struggling in the current economic and political environment. Like schools everywhere they are being asked to do more with less, but they face more obstacles.In recent years education policy has shifted from a holistic approach to learning to a focus on narrow educational outcomes: spelling, reading and writing. Thomson shows that this approach penalises disadvantaged schools and argues that educational and social disadvantage are inextricably linked in children's everyday lives.Examining primary and secondary schools in disadvantaged areas in a post-industrial ('rustbelt') city, Schooling the Rustbelt Kids reopens the debate about inequality in schooling. It provides concrete evidence that typical government policies in the Western world are not working, and that they are helping to create a permanent underclass. Thomson outlines an alternative whole of government approach to policy, which builds on those school programs that do make a real difference to educational outcomes.Thomson also emphasises the influence of local geography. Schools are coloured by particular neighbourhoods, permeated by national and global events, and tangled in complex networks of social relations. Interventions which work in one school may not work in others.

360 citations

ReportDOI
TL;DR: This review provides an overview of the number of children being cared for in different sorts of arrangements; describes theory and evidence about the nature of the private child care market; and discusses theory andevidence about government intervention in the market for child care.
Abstract: The majority of children in the US and many other high-income nations are now cared for many hours per week by people who are neither their parents nor their school teachers. The role of such pre-school and out-of-school care is potentially two-fold: First, child care makes it feasible for both parents or the only parent in a single-parent family to be employed. Second, early intervention programs and after school programs aim to enhance child development, particularly among disadvantaged children. Corresponding to this distinction, there are two branches of literature to be summarized in this chapter. The first focuses on the market for child care and analyzes factors affecting the supply, demand and quality of care. The second focuses on child outcomes, and asks whether certain types of programs can ameliorate the effects of early disadvantage. The primary goal of this review is to bring the two literatures together in order to suggest ways that both may be enhanced. Accordingly, we provide an overview of the number of children being cared for in different sorts of arrangements; describe theory and evidence about the nature of the private child care market; and discuss theory and evidence about government intervention in the market for child care. Our summary suggests that additional research is needed in order to better characterize interactions between government programs and market-provided child care.

359 citations

Book
01 Jun 1995
TL;DR: Haberman's Star Teachers of Children in Poverty as discussed by the authors, a concept he called "star teachers", are defined as teachers who are not deterred by professional and emotional demands placed upon them by students, parents, and administrators; rather, they share Haberman's philosophy that "life's greatest gift is the opportunity to throw oneself into a job that puts meaning into the lives of other people" (p. xii).
Abstract: Star Teachers of Children in Poverty, by Martin Haberman. West Lafayette, IN: Kappa Delta Pi,1995. 100 pp. $15.00, paper. Reviewed by Frances Y. Lowden, Indiana State University. Throughout this book, Martin Haberman, himself a renowned scholar, teacher, and policymaker, unabashedly supports a concept he calls "star teachers." Haberman states that 5% to So/a of teachers in the U.S. meet the following "star" criteria: (a) their students score higher on standardized tests; (b) parents, children, and school principals rate them highly; (c) other teachers regard them as outstanding; (d) school district administrators consider them successful; (e) cooperating universities regard them as superior; and (f) they evaluate themselves as outstanding teachers. Star teachers are not deterred by the professional and emotional demands placed upon them by students, parents, and administrators; rather, they share Haberman's philosophy that "life's greatest gift is the opportunity to throw oneself into a job that puts meaning into the lives of other people" (p. xii). Having such teachers in the lives of poor urban children, he maintains, is "a matter of life and death" (p. 1). Haberman's star teachers personify warmth, fairness, and discipline. They understand that their role is to teach; love and compassion are not enough. Teachers Haberman designates as failures blame academic underachievement on students' backgrounds, home context, and perceived personal shortcomings rather than recognizing their responsibility to provide a safe, risk-free environment for students to learn. Haberman also contends that pejorative terms such as "culturally deprived," "academically disadvantaged," "difficult to serve," "hard to reach," "alienated," and a host of others-including the currently popular "at risk"-have hampered teachers' attempts to reach and teach all children. According to Haberman, these terms are labels used for the same purpose: to attribute the causes of low achievement and school failure to the child and family, but in a manner that implies the labeler is not prejudiced and is sincerely trying to help. As he steadfastly maintains, there is no way to provide an equitable education to a child one perceives and labels as basically inadequate. The book is divided into four chapters, the first of which, "What Star Teachers Don't Do," discusses issues of parent bashing, discipline, homework, assessment, reinforcements, and time-on-task. Time-on-task, in Haberman s view, is not a separate and discrete function but is best measured through engagement in collaborative projects where time spent is based on students' involvement and interest. …

359 citations

Journal ArticleDOI
TL;DR: The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement, and found significant and positive relations between parental belief and behavior measures within the domains of reading and math; however, parental beliefs were more strongly linked with child outcomes than were parents' achievement-oriented behaviors.
Abstract: The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement Forty-one children and their primary caregivers were interviewed Parents reported on their academic-related beliefs and behaviors Children completed measures of academic self-concept and 2 standardized achievement tests: 1 during the summer and 1 at the end of the following school year Significant and positive relations were found between parental belief and behavior measures within the domains of reading and math; however, parental beliefs were more strongly linked with child outcomes than were parents' achievement-oriented behaviors The relation between parental beliefs and child outcomes was not mediated by children's academic self-concept Results are discussed in light of models of family influences on achievement

358 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,425
20223,107
2021656
2020755
2019717
2018723