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- W127884245 abstract "Now that the school effectiveness field is maturing, more refined and contextually sensiLive observations about schools are possible. This paper focuses on socioeconomic status (SES) as one social context variable demonstrating substantial predictive poaer in numerous school improvement studies. Instead of viewing middle class behavior as superior and lower class behavior as deficient, this paper explores how human variation may be exploited for the enrichment of all members of society. To this end, data from third-grade classes in 12 urban, suburban, and rural Louisiana school randomly selected districts were gathered during the 1982-83 school year, and six groups of schools were identified: (1) middle-SES effective schools, (2) middle -SES typical schools, (3) middle-SES ineffective schools, (4) low-SES effective schools, (5) low-SES typical schools, and (6) low-SES ineffective schools. In one stage of this study, nine matched pairs of schools selected by regression techniques were examined. While findings disclosed definite similarities between effective middleand low-SES schools, interesting dissimilarities were also revealed. Compared to their middle-SES counterparts, low-SES effective schools emphasize present expectations; offer more external rewards; hire initiator--instead of manager-principals; buffer schools from negative community influences when more positive outreach fails; hire younger, more idealistic teachers; and concentrate on basic skills. Included are 3 tables and 13 references. (MLH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************************************" @default.
- W127884245 created "2016-06-24" @default.
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- W127884245 date "1987-04-01" @default.
- W127884245 modified "2023-09-28" @default.
- W127884245 title "Contextual Differences in Effective Schooling in Louisiana." @default.
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