Topic
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.
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191 citations
191 citations
TL;DR: The authors summarizes recent developments in theory and research on resilience, a construct describing positive adaptation in the face of adversity, and explores possible applications of the theoretical advances and empirical findings to the development of interventions and social policies.
Abstract: It is now increasingly recognized that youth research needs to pay at least as much attention to the development of competences, resources, skills, and assets as to the emergence of disadvantage and risk. This paper summarizes recent developments in theory and research on resilience, a construct describing positive adaptation in the face of adversity, and explores possible applications of the theoretical advances and empirical findings to the development of interventions and social policies. A series of guiding principles are discussed along with examples of existing programmes aiming to promote the well being of disadvantaged, high-risk young people in our society.
190 citations
TL;DR: In this article, a retrospective person-year database was constructed to examine teacher attrition over the course of the teaching career, showing that higher teacher salaries reduced attrition, but only slightly so.
Abstract: In this event history analysis of the 1990-1991 Schools and Staffing Survey and the 1992 Teacher Follow-up Survey, a retrospective person-year database was constructed to examine teacher attrition over the course of the teaching career. Consistent with prior research, higher teacher salaries reduced attrition, but only slightly so. Teacher attrition was no higher in socially disadvantaged schools, but poor behavioral climates did lead to greater attrition. Despite strong evidence on the effects of teacher tracking on satisfaction and efficacy, there was no evidence of higher rates of attrition among teachers who taught predominantly low-track classes. In general, school- and district-level effects were much weaker than individual-level effects.
189 citations
TL;DR: In this paper, the focus of a study was on kindergarten children's reports of teacher-child relational conflict and the associations of the reported conflict with child characteristics (gender, behavior problems, and academic achievement); the quality of classroom practices (teacher instructional practices, transition-to-school activities, and perceptions of support provided by the school); teachers' perceptions of the classroom and school relational climates; and teachers' perception of workload stress.
189 citations