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Bibliographies thématiques / Relationships to school, schooling category / Livres

Livres sur le sujet « Relationships to school, schooling category »

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Auteur : Grafiati

Publié le 22 juin 2024

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1

B, Hiatt-Michael Diana, dir. Promising practices for family involvement in schooling across the continents. Greenwich, Conn : Information Age Pub., 2005.

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2

Hartley, Robyn. Getting a lot further-- : Some factors influencing decisions which ethnic families make about children's schooling and post-school futures. Melbourne : Government Printer, 1987.

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3

Reay, Diane. Class work : Mothers' involvement in their children's primary schooling. London : UCL Press, 1998.

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4

Reed-Danahay, Deborah. Education and identity in rural France : The politics of schooling. Cambridge [England] : Cambridge University Press, 1996.

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5

Reed-Danahay, Deborah. Education and identity in rural France : The politics of schooling. Cambridge [etc.] : Cambridge University Press, 1996.

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6

Griffiths, Alex. Learning at home : The parent, teacher, child alliance. London : Methuen, 1987.

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7

Santhakumar, V., Namita Gupta et Rama Murthy Sripada. Schooling for All : Can We Neglect the Demand ? Oxford University Press India, 2016.

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8

Teachers, pupils, and primary schooling : Continuity and change. London : Cassell, 1996.

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9

Din, Suma. Muslim Mothers and their Children's Schooling. Trentham Books, 2017.

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10

Din, Suma. Muslim Mothers and Their Children's Schooling. Institute of Education Press (IOE Press), 2017.

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11

Family relationships and parenting styles of homeschooling and non-homeschooling families. 1994.

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12

Hiatt-Michael, Diana B. Promising Practices for Family Involvement in Schooling Across the Continents (Family, School, Community, Partnership Issues) (Family, School, Community, Partnership Issues). Information Age Publishing, 2005.

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13

Hiatt-Michael, Diana B. Promising Practices for Family Involvement in Schooling Across the Continents (Family, School, Community, Partnership Issues) (Family, School, Community, Partnership Issues). Information Age Publishing, 2005.

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14

Reay, Diane. Class Work : Mothers' Involvement in Their Children's Primary Schooling. Taylor & Francis Group, 2016.

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15

Reay, Diane. Class Work : Mothers' Involvement in Their Children's Primary Schooling. Taylor & Francis Group, 2005.

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16

Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.

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Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participating in their peer groups’ dense overlap of talk, touch, and gesture. It argues that kids treat MP3 players less like “technology” and more like “toys,” domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. Kids use digital music devices to expand their repertoires of communicative practices—like passing notes or whispering—that allow them to maintain intimate connections with friends beyond the reach of adults. Kids position the connections afforded by digital music listening as a direct challenge to the overarching language and literacy goals of classroom education. Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance. And it is uniquely interdisciplinary, bringing together approaches from music education, ethnomusicology, technology studies, literacy studies, and linguistic anthropology to make integrative arguments about the relationship between consumer technologies, childhood identities, and educational institutions.

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17

Harding, Kip, et Mona Lisa Harding. Brainy Bunch : The Harding Family's Method to College Ready by Age Twelve. Simon & Schuster, Limited, 2014.

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18

Harding, Kip, et Mona Lisa Harding. Brainy Bunch : The Harding Family's Method to College Ready by Age Twelve. Gallery Books, 2020.

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19

Harding, Kip, et Mona Lisa Harding. The Brainy Bunch : The Harding Family's Method to College Ready by Age Twelve. Gallery Books, 2014.

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20

Reed-Danahay, Deborah. Education and Identity in Rural France : The Politics of Schooling. Cambridge University Press, 2011.

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21

Reed-Danahay, Deborah. Education and Identity in Rural France : The Politics of Schooling (Cambridge Studies in Social and Cultural Anthropology). Cambridge University Press, 2004.

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22

Griffiths, Alex, et Dorothy Hamilton. Learning at Home. Heinemann, 1990.

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23

Popovici, Ioana, et Michael T. French. Substance Use and School and Occupational Performance. Sous la direction de Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.003.

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Health economists have been actively investigating the relationships between substance use and educational achievement/labor market performance outcomes. Although researchers agree on the direction and magnitude of the relationships between substance use and some of these outcomes, many questions remain unanswered. For instance, the literature generally indicates that drug use has a negative impact on most academic outcomes. Less evidence exists, however, of a negative impact of alcohol use on education. Although results suggest that drinking is associated with lower grades, and most research shows that drinking negatively impacts the probability of graduating from high school, several studies have been unable to find significant relationships between alcohol consumption and the number of years of schooling completed. Similarly, although most studies find a wage premium for moderate alcohol users, results on the effect of problem drinking or the use of other drugs on the probability of employment are mixed.

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24

Patrick, Megan E., John E. Schulenberg, Jennifer Maggs et Julie Maslowsky. Substance Use and Peers During Adolescence and the Transition to Adulthood. Sous la direction de Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381678.013.004.

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This chapter summarizes recent literature concerning the connection between peers and substance use (i.e., alcohol use, cigarette use, and illicit drug use) during adolescence and the transition to adulthood. The broad category of peers consists of a wide range of social relationships including best friends, peer groups, and crowds; important aspects include peer activities, relationships, and influence. Young people both select their friends (e.g., based on shared interests) and are influenced, or socialized, by their selected peers. When examining the dynamic periods of life that cover the transitions into, through, and out of adolescence and into the post-high school years, selection and socialization are especially important, given that many transitions involve changes in social contexts and peer relationships. The authors take a developmental perspective by focusing on the developmental transitions that occur during adolescence and the transition to adulthood and how they influence peer relations and substance use.

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