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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.


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Journal ArticleDOI
TL;DR: This article found that evaluating schools on achievement mixes the effects of school and nonschool students, which makes it difficult to identify which schools are failing and which students perform poorly on achievement tests.
Abstract: To many, it seems obvious which schools are failing—schools whose students perform poorly on achievement tests. But since evaluating schools on achievement mixes the effects of school and nonschool...

157 citations

Journal ArticleDOI
TL;DR: It is found that children in foster care are in poor mental and physical health relative to children in the general population, children across specific family types, and children in economically disadvantaged families.
Abstract: BACKGROUND AND OBJECTIVES: Each year, nearly 1% of US children spend time in foster care, with 6% of US children placed in foster care at least once between their birth and 18th birthday. Although a large literature considers the consequences of foster care placement for children’s wellbeing, no study has used a nationally representative sample of US children to compare the mental and physical health of children placed in foster care to the health of children not placed in foster care. METHODS: We used data from the 2011–2012 National Survey of Children’s Health, a nationally representative sample of noninstitutionalized children in the United States, and logistic regression models to compare parent-reported mental and physical health outcomes of children placed in foster care to outcomes of children not placed in foster care, children adopted from foster care, children across specific family types (eg, single-mother households), and children in economically disadvantaged families. RESULTS: We find that children in foster care are in poor mental and physical health relative to children in the general population, children across specific family types, and children in economically disadvantaged families. Some differences are explained by adjusting for children’s demographic characteristics, and nearly all differences are explained by also adjusting for the current home environment. Additionally, children adopted from foster care, compared with children in foster care, have significantly higher odds of having some health problems. CONCLUSIONS: Children in foster care are a vulnerable population in poor health, partially as a result of their early life circumstances.

157 citations

Journal ArticleDOI
TL;DR: In this paper, a summary of gender-related issues identified by international research and academic practice together with supportive case study examples is presented. The conclusion is that women often perform better than men despite the observable differences in interaction style.
Abstract: A significant increase in the use of computer supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style. The issues addressed are: • If inequality of access and technology literacy are assumed to be diminishing problems as recent studies suggest, what can CSL designers and teachers do ensure that interactions and activities offer equal opportunities to all student groups? • Does the gender imbalance that research identifies in access to, behavior and performance in CMC and CSL environments mean women are disadvantaged or simply that their use patterns and interaction styles are different? • If research has identified gender typical orientations in learner performance online, is there any impact on perceived identity and behavior where the visual cues inherent in face to face interactions are missing and other signals form the basis of impressions and opinions? • How far do gender imbalances in CSL reflect the values and norms of the culture they exist within and how far do they generalize across national and social boundaries? • The paper concludes with questions for further research and suggestions about how instructional designers might increase the flexibility of courses to offer more equal opportunities to all students.

157 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