Does Neighborhood Matter? Family, Neighborhood, and School Influences on Eighth-Grade Mathematics Achievement

Catsambis, Sophia; Beveridge, Andrew A.

doi:10.1080/00380237.2001.10571212

Cited by 92 publications

(49 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They have linked neighborhood characteristics to a number of cognitive and behavioral outcomes, such as low academic achievement, educational failure, dropping out of high school, teenage childbearing, and delinquency (Ainsworth, 2002;E. Anderson, 1999;Brooks-Gunn et al, 1993, 1997Bursik & Grasmick, 1993;Catsambis & Beveridge, 2001;Crane, 1991;Duncan, Brooks-Gunn, & Klebanov, 1994;Simons, Simons, Burt, Brody, & Cutrona, 2005;South & Baumer, 2000;South, Baumer, & Lutz, 2003;Sucoff & Upchurch, 1998). Thus, scholars are increasingly recognizing that neighborhoods matter and that more attention should be focused on understanding why neighborhood context matters for adolescent development (Connell & Halpern-Felsher, 1997;Sampson et al, 2002).…”

Section: Wilson's Theory Of Neighborhood Effects and College Aspirationsmentioning

confidence: 99%

The Effect of Neighborhood Context on the College Aspirations of African American Adolescents

Stewart

Simons³

2007

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

Section: Wilson's Theory Of Neighborhood Effects and College Aspirationsmentioning

confidence: 99%

The Effect of Neighborhood Context on the College Aspirations of African American Adolescents

Stewart

Simons³

2007

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Children which parents are actively involved in their education have more positive attitudes toward school, come more often to school, and have better academic successes then those with parents that are not actively (Hill et al 2004;Catsambis, 2007). All these are influenced by several factors: the children age, socioeconomic background, race, family relations, family life, school policy, overall wellbeing of the neighborhood (Catsambis & Beveridge 2001;Gonzalez 2004;Catsambis, 2007).…”

Section: Is There a Negative Impact Inherent To Rural Area?mentioning

confidence: 99%

Improving workplace learning

Evans¹,

Hodkinson²,

Rainbird³

et al. 2009

Dev and Learning in Org

View full text Add to dashboard Cite

show abstract

“…Berliner argues that this discourse also does not account for the influence of neighborhood facts related to unemployment, family support, housing, health, and overcrowding, which correlates with school achievement (Brooks-Gunn, Duncan, Klebanov, & Sealand, 1993;Catsambis and Beveridge, 2001;Garner & Raudenbush, 1991). This leads Berliner (2005) to recommend an approach that emphasizes inequalities outside schooling:…”

Section: Neoconservative Discourses and Standards Justification Neocomentioning

confidence: 99%

Fissures in standards formulation: The role of neoconservative and neoliberal discourses in justifying standards development in Wisconsin and Minnesota.

Caughlan

Beach

2007

EPAA

View full text Add to dashboard Cite

An analysis of English/language arts standards development in Wisconsin and Minnesota in the late 1990s and early 2000s shows a process of compromise between neoliberal and neoconservative factions involved in promoting and writing standards, with the voices of educators conspicuously absent. Interpretive and critical discourse analyses of versions of English/language arts standards at the high school level and of public documents related to standards promotion reveal initial conflicts between neoconservative and neoliberal discourses, which over time were integrated in final standards documents. The content standards finally released for use in guiding curriculum in each state were bland and incoherent documents that reflected neither a deep knowledge of the field nor an acknowledgement of what is likely to engage young learners. The study suggests the need for looking more critically at standards as political documents, and a greater Education Policy Analysis Archives Vol. 15 No. 18 2 consideration of educators' expertise in the process of their future development and revision. Keywords: standards; policy development; language; discourse; neoconservative; neoliberal.Fisuras en la formulación de los estándares: El papel de los discursos Neoconservadores y Neoliberales en la justificación de los estándares curriculares en Minnesota y Wisconsin Resumen Nuestro análisis del desarrollo de los estándares en Wisconsin y Minnesota en los últimos años de la década de los 90 e inicios de los 2000s muestra un proceso de acuerdo entre las facciones neoliberal y neoconservadoras involucradas en promover y escribir los estándares, mientras que las voces de los educadores eran visiblemente ausentes. Análisis interpretativos y de discurso crítico de algunas de las versiones de los estándares del idioma Inglés para escuelas secundarias y de documentos públicos relacionados con la promoción de los estándares revela conflictos iniciales entre las propuestas neoconservadoras y neoliberales, que luego de un tiempo se fueron integrando en los documentos finales de los estándares. Los estándares de contenidos que se hicieron públicos para orientar los planes de estudio de en cada estado eran documentos débiles e incoherentes que no reflejaban un conocimiento profundo del campo ni tampoco un reconocimiento de que estimularía el aprendizaje de los estudiantes jóvenes. Este estudio sugiere la necesidad de mirar más críticamente los estándares como documentos políticos, y una mayor consideración de la experiencia de los educadores en futuros proceso de desarrollo y revisión.

show abstract

Does Neighborhood Matter? Family, Neighborhood, and School Influences on Eighth-Grade Mathematics Achievement

Cited by 92 publications

References 28 publications

The Effect of Neighborhood Context on the College Aspirations of African American Adolescents

The Effect of Neighborhood Context on the College Aspirations of African American Adolescents

Improving workplace learning

Fissures in standards formulation: The role of neoconservative and neoliberal discourses in justifying standards development in Wisconsin and Minnesota.

Contact Info

Product

Resources

About