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Books on the topic 'Academic achievement Social aspects Case studies'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Rodriguez, Sandria. Giants among us: First-generation college graduates who lead activist lives. Nashville: Vanderbilt University Press, 2001.

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2

Teachers' workplace: The social organization of schools. New York: Longman, 1989.

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3

Teacher's workplace: The social organization of schools. New York: Teachers College Press, 1991.

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4

Achievement, gender, and class in an African-American setting: Correlations and contradictions in a southern boarding school. San Francisco: International Scholars Publications, 1996.

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5

Voices of determination: Children that defy the odds. New Brunswick, N.J: Transaction Publishers, 2012.

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6

Schools making a difference--let's be realistic!: School mix, school effectiveness, and the social limits of reform. Buckingham [England]: Open University Press, 1999.

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7

Farkas, George. Human capital or cultural capital?: Ethnicity and poverty groups in an urban school district. New York: A. de Gruyter,c, 1996.

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8

Flynn, Leisa R. Case studies for ethics in academic research in the social sciences. Thousand Oaks, Calif: SAGE Publications, 2013.

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9

Glewwe, Paul. Estimating the determinants of cognitive achievement in low-income countries: The case of Ghana. Washington, D.C: World Bank, 1992.

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10

Aronson, Rosa. At-risk students defy the odds: Overcoming barriers to educational success. Lanham, Md: Scarecrow Press, 2001.

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11

Dhoundiyal, N. C. Teacher expectancy cyle, theory and research. New Delhi: Ashish Pub. House, 1993.

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12

Polotsḳi, Liʼat. Meʼafyenehem shel talmide 12 meśige-yeter. [Israel: ḥ. mo. l., 1998.

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13

Too scared to learn: Overcoming academic anxiety. Thousand Oaks, Calif: Corwin Press, 1998.

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14

Derrington, Chris. Gypsy traveller students in secondary schools: Culture, identity and achievement. Stoke on Trent, UK: Trentham Books, 2004.

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15

Laurens, Jean-Paul. 1 sur 500: La réussite scolaire en milieu populaire. Toulouse: Presses universitaires du Mirail, 1992.

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16

Becky, Francis, ed. Understanding minority ethnic achievement: Race, gender, class and 'success'. London: Routledge, 2007.

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17

Anderson, John T. Group counseling and personal adjustment and academic achievement in elementary Trukese students at Price Elementary School on Guam. Guam: University of Guam, 1990.

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18

Raising black students' achievement through culturally responsive teaching. Alexandria, Va: ASCD, 2010.

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19

Lytton, Hugh. Why do schools differ in achievement test results?: Executive summary. [Calgary, AB: The Author, 1997.

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20

1946-, Hausafus Cheryl O., ed. Promoting literacy in at-risk youth: Protective factors and academic achievements. New York: Garland Pub., 1998.

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21

Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

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22

National Association of Secondary School Principals (U.S.). Breakthrough high schools: You can do it, too! Reston, Va: National Association of Secondary School Principals, 2004.

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23

Pour réussir dès le primaire: Filles et garçons face à l'école. Montréal, PQ: Éditions du remue-ménage, 1999.

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24

Blake, Judith. Family size and achievement. Berkeley: University of California Press, 1989.

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25

Yossi, Shavit, and Blossfeld Hans-Peter, eds. Persistent inequality: Changing educational attainment in thirteen countries. Boulder, Colo: Westview Press, 1993.

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26

Resilience, gender, and success at school. New York: P. Lang, 1999.

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27

10 strategies for doubling student performance. Thousand Oaks, Calif: Corwin Press, 2010.

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28

Ensuring success for all students: Programs that work. Columbus, Ohio: National Middle School Association, 1997.

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29

Morris, Edward W. Learning the hard way: Masculinity, place, and the "gender gap" in education. New Brunswick, N.J: Rutgers University Press, 2012.

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30

Morales, Erik E. How protective factors mitigate risk and facilitate academic resilience among poor minority college students. Hauppauge, N.Y: Nova Science Publishers, 2010.

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31

Boehnke, Klaus. Is intelligence negligible?: The relationship of family climate and school behavior in a cross-cultural perspective. Münster: Waxmann, 1996.

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32

J, Barro Robert. International data on educational attainment updates and implications. Cambridge, MA: National Bureau of Economic Research, 2000.

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33

Sarah, Archibald, ed. Doubling student performance: --and finding the resources to do it. Thousand Oaks, Calif: Corwin Press, 2009.

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34

Rathbun, Amy H. From kindergarten through third grade: Children's beginning school experiences. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2004.

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35

Blanche, Geer, and Hughes Everett Cherrington 1897-, eds. Making the grade: The academic side of college life. New Brunswick, N.J: Transaction Publishers, 1995.

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36

1942-, Fielding Audrey, Jordan Marean, and Schoenbach Ruth, eds. Building academic literacy: Lessons from reading apprenticeship classrooms. San Francisco: Jossey-Bass, 2003.

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37

Learning to fail: How society lets young people down. Abingdon, Oxon: Routledge, 2010.

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38

A, Gibson Margaret, Gandara Patricia C, and Koyama Jill Peterson, eds. School connections: U.S. Mexican youth, peers, and school achievement. New York: Teachers College Press, 2004.

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39

Learning the hard way: Masculinity, place, and the "gender gap" in education. New Brunswick, N.J: Rutgers University Press, 2012.

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40

Evensen, Dorothy H. The end of the pipeline: A journey of recognition for African Americans entering the legal profession. Durham, N.C: Carolina Academic Press, 2011.

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41

Lindsey, Randall B. Cultural proficiency: A manual for school leaders. Thousand Oaks, Calif: Corwin Press, 1999.

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42

1950-, Robins Kikanza Nuri, and Terrell Raymond D, eds. Cultural proficiency: A manual for school leaders. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2003.

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43

1950-, Robins Kikanza Nuri, and Terrell Raymond D, eds. Cultural proficiency: A manual for school leaders. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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44

1946-, Paris Scott G., and Wellman Henry M, eds. Global prospects for education: Development, culture, and schooling. Washington, DC: American Psychological Association, 1998.

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45

D, Pratt Carla, ed. The end of the pipeline: A journey of recognition for African Americans entering the legal profession. Durham, N.C: Carolina Academic Press, 2011.

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46

Organisation for economic co-operation and development. PISA 2012 results. Paris: OECD, 2013.

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47

Astin, Alexander W. What matters in college?: Four critical years revisited. San Francisco: Jossey-Bass, 1993.

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48

Elizabeth, Higginbotham, and Andersen Margaret L, eds. Race and ethnicity in society: The changing landscape. Belmont, CA: Thomson/Wadsworth, 2006.

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49

Rivadossi, Silvia. Sciamani urbani. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-414-1.

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Abstract:

What does it mean to be a ‘shaman’ in present-day Tokyo today? In what way(s) is the role of the shamanic practitioner represented at a popular level? Are certain characteristics emphasised and others downplayed? This book offers an answer to these questions through the analysis of a specific discourse on shamans that emerged in the Japanese metropolitan context between the late 20th century and the first decade of the 21st century, a discourse that the more ‘traditional’ approaches to the study on shamanism do not take into account. In order to better contextualise this specific discourse, the volume opens with a brief historical account of the formation of the academic discourse on shamans. Within the theoretical framework offered by critical discourse analysis and by means of multi-sited ethnographic research, it then weaves together different case studies: three novels by Taguchi Randy, a manga, a TV series and the case of an urban shaman who is mostly active in Tokyo. The main elements emerging from these case studies are explored by situating them in the precise historical and social context within which the discourse has been developed. This shows that the new discourse analysed shares several characteristics with the more ‘traditional’ and accepted discourses on shamanism, while at the same time differing in certain respects. In this work, particular attention is given to how the category and term ‘shaman’ is defined, used and re-negotiated in the Japanese metropolitan context. Through this approach, the book aims to further problematize the categories of ‘shaman’ and ‘shamanism’, by highlighting certain aspects that are not yet accepted by many scholars, even though they constitute a discourse that is relevant and effective.

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50

Achievement, Gender, and Class in an African-American Setting. International Scholars Press, 1996.

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