000			03570nam a22005295i 4500
001			978-1-137-58767-1
003			DE-He213
005			20210118143629.0
007			cr nn 008mamaa
008			161222s2017 xxu| s |||| 0|eng d
020			_a9781137587671 _9978-1-137-58767-1
024	7		_a10.1057/978-1-137-58767-1 _2doi
050		4	_aLC189-214.53
072		7	_aJN _2bicssc
072		7	_aEDU040000 _2bisacsh
072		7	_aJN _2thema
072		7	_aJHBC _2thema
082	0	4	_a306.43 _223
100	1		_aYeh, Stuart S. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aSolving the Achievement Gap _h[electronic resource] : _bOvercoming the Structure of School Inequality / _cby Stuart S. Yeh.
250			_a1st ed. 2017.
264		1	_aNew York : _bPalgrave Macmillan US : _bImprint: Palgrave Macmillan, _c2017.
300			_aXII, 240 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aAcknowledgements -- Introduction -- Chapter 1: Hypotheses -- Chapter 2: A Fresh View -- Chapter 3: Evidence from Three National Studies -- Chapter 4: A New Model of Learning -- Chapter 5: Contradictions Resolved -- Chapter 6: Consequences for Minorities -- Chapter 7: No-Excuses Charter Schools -- Chapter 8: Better Teachers -- Chapter 9: 22 Strategies -- Chapter 10: Solving the Achievement Gap -- Conclusion. .
520			_aThis book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement. <.
650		0	_aEducational sociology.
650	1	4	_aSociology of Education. _0http://scigraph.springernature.com/things/product-market-codes/O29000
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781137587657
776	0	8	_iPrinted edition: _z9781137587664
776	0	8	_iPrinted edition: _z9781349929658
856	4	0	_uhttps://doi.org/10.1057/978-1-137-58767-1
912			_aZDB-2-EDA
999			_c451215 _d451215
942			_cEB
506			_aAvailable to subscribing member institutions only. Доступно лише організаціям членам підписки.
506			_fOnline access from local network of NaUOA.
506			_fOnline access with authorization at https://link.springer.com/
506			_fОнлайн-доступ з локальної мережі НаУОА.
506			_fОнлайн доступ з авторизацією на https://link.springer.com/