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Explaining Inequalities In School Achievement

RRP $457.99

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Inequalities in educational opportunity have been a persistent feature of all school systems for generations, with conventional explanations of differences in educational attainment tending to be reduced to either quantitative or non-quantitative 'list' theories. In this groundbreaking book, Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow us to take into account the social influences of early childhood development, the later emergence of social identities, and the nature of the social class impact of educational and career decision-making. By building on the critical analyses of the theories of Bourdieu, Boudon and Bernstein, this book makes a vital contribution to the current policy and theoretical debate about the causes of educational inequality.


Henry Hudson A Brief Statement Of His Aims And His Achievements

RRP $16.99

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This collection of literature attempts to compile many classics that have stood the test of time and offer them at a reduced, affordable price in an attractive volume so that everyone can enjoy them.


The Impact Of Reform Instruction On Student Mathematics Achievement

RRP $287.99

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Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.


The study was designed to answer three questions:



  • What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy?



  • How is this impact different from that of traditional instruction on student performance?



  • What variables associated with classroom instruction account for variation in student performance?



The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement.


This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.




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