Sentences with phrase «social class characteristics»

The Economic Policy Institute's Richard Rothstein has declared that «the influence of social class characteristics is probably so powerful that schools can not overcome it, no matter how well trained are their teachers and no matter how well designed are their instructional programs and climates.»

Not exact matches

The issue here is not class, in the sense of a social group with distinctive economic, attitudinal, and cultural characteristics that persist through time.

We all weight our sample to be representative in terms of demographic characteristics such as gender, age and social class, but the main requirement is to ensure the sample is politically representative.

It is important to be aware of teacher beliefs about student characteristics (race, culture, ethnicity, language, social class), beliefs about external factors that influence student learning, and beliefs about appropriate responses to diversity.

Among the characteristics shared by urban schools include large class sizes, social and disciplinary problems, a large percentage of poor and minority children, and little involvement from parents compared to their suburban counterparts.

We further found that there are characteristic clusters of value choice in the two social classes: working - class parental values center on conformity to external prescriptions, middle - class parental values on self - direction.

To be successful, teachers need to «understand the complex characteristics of ethnic groups within the United States» society and the ways in which race, ethnicity, language and social class interact to influence student behavior» (Banks & Banks, 2015).

One of the major goals of multicultural education is to ensure that «all students regardless of their gender, sexual orientation, social class and ethnic, racial or cultural characteristics should have an equal opportunity to learn» (Banks, 2014).

Structure is categorized as the tangible characteristics of preschool education programs such as child - to - teacher ratios, teacher pay, teacher qualifications, and class size, while process refers to the social experiences in the classroom such as the nature of teacher - child interactions, the relationships with parents, the diversity and quality of activities and instructional materials, and the health and safety procedures.

Philbrick's accessible narrative of the tragic 1820s whaling voyage whose central disaster was the violent encounter with a sperm whale engages readers with descriptions of Nantucket's unusual commercial, religious, and social characteristics, the class and racial aspects of Nantucket whaling, and other issues raised by the Essex's final whale hunt.

Spotlighting local cultural characteristics, his photographs tie together issues of taste and social class.

The series is characteristic of the photographer's 40 - year oeuvre represented here, which spans broadly divergent and often contrasting social classes.

An attempt to extract a definition of the class to whom the Code applies by various characteristics (T) would be completely tautological: it covers those who are discriminated against on the basis of prohibited grounds and those who discriminate against them in various social contexts, such as employment.

But each had the same characteristics as the intellectual - property revolt going on right now: an economically powerful social class with the law solidly on its side; increased enforcement accompanied by increased resistance from an identifiable group claiming the moral high ground; and, ultimately, a complete and often dramatic reversal.

Quality has been defined in terms of both process (activities) and structure (teacher characteristics, class size, etc.) and is poor to mediocre in many countries.6 - 7 The effects of variations in care are not expected to be uniform; rather, it is expected to vary with the characteristics of the children, their families, and the broader social contexts in which they live.

These dimensions, each assessed by a global item, were: (1) Background characteristics (social class, race, family background, religion); (2) Attitudes and beliefs; (3) Leisure activities and interests; (4) Communication style; (5) Personality; and (6) Physical attributes.

For the latter analysis, raw associations (model 1) were adjusted for G1 parenting practices (model 2), and then for the potential confounding effects of G1 education; social class; physical and mental health, and G2 characteristics (model 3).

Results of multilevel analyses reveal that individual background characteristics (e.g., gender, social class, individual assessment of teacher - student relationships) explain more of the variance than school characteristics, including school climate.