Fifteen Thousand Hours
Langue : anglais
Edité par Harvard University Press, Cambridge, 1982
- Éd. originale
- Livre broché
- Occasion
Vendeur : Past Pages, Oshawa, ON, CanadaPast Pages
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Light Creasing on Front Cover; Front, Rear Covers, Spine Lightly Chipped; Edges Lightly Soiled. SUB-TITLE: Secondary schools and their effects on children. CONTENTS: Preface and Acknowledgements 1 Introduction: previous studies 2 Background to the study 3 The schools and the area they serve 4 Research strategy and tactics 5 School outcomes: children's attendance, behaviour and attainments 6 Physical and administrative features of schools: associations with outcome 7 School processes: associations with outcome 8 Ecological influences 9 Composite analyses of all main variables 10 Conclusions: speculations and implications. Appendices; A Pupil behaviour scale; B School goals; C Ten naughty children: examples; D Format of pupil questionnaire; E Details of process items; F Observations; G Additional tables; H Analysis of multiway contingency tables by log linear models; I Attainment at the end of the first year in the sixth form; J Intake and administrative variables; K Comparison between 12 "research" schools and 8 other schools which took part in 14 year old survey. References; Name index; Subject index. ABOUT THE AUTHORS: Michael Rutter is Professor of Child Psychiatry, Institute of Psychiatry, University of London. Barbara Maughan and Janet Ouston are researchers at The Institute of Psychiatry, University of London. Peter Mortimore is Director of Research and Statistics at the Inner London Education Authority. REVIEWS: "This important document should be taken seriously by all who are concerned with schooling . . . [It] confirms common sense: that approximately 15,000 hours spent in schools does matter. It says that schools are complex social institutions in which many factors merge to create an atmosphere that can influence pupil outcomes differentially, regardless of pupil background. It offers hope that schools can be improved no matter where they are located. And it offers provocative findings that beg for serious attention and further research investigation." - American Journal of Orthopsychiatry. "[Rutter's] findings, backed up with impressive statistics, fly in the face of a popular American theory that holds that if a student body has too many social disadvantages, there is not much that can be done for it educationally." - New York Times. Size: 8vo - over 7¾" - 9¾" tall.…
N° de réf. du vendeur 002328
- Titre
- Fifteen Thousand Hours
- Auteur
- Rutter, Michael; Maughan, Barbara; Mortimore, Peter; Ouston, Janet with Smith, Alan
- Éditeur
- Harvard University Press, Cambridge
- Année de publication
- 1982
- État de l'article
- Fine
- Reliure
- Paperback
- Langue
- anglais
- ISBN à 10 chiffres
- 0674300262
- ISBN à 13 chiffres
- 9780674300262
- Édition
- First Edition 4th Printing.
- Catalogues du vendeur
- Sociology - Education Systems
Can a good school help its students overcome the adverse effects of economic disadvantage and family adversity? Recent educational assessment suggests that the answer may be a painful no. Here, however, is a book that contradicts the prevailing pessimism about the possibilities of education. In Fifteen Thousand Hours, Michael Rutter and his colleagues show conclusively that schools can make a difference.
In a three-year study of a dozen secondary schools in a large urban area, Rutter's team found that some schools were demonstrably better than others at promoting the academic and social success of their students. Moreover, there were clear and interesting differences between the schools that promote success and the schools that promote failure. As Rutter shows, these differences provide important clues to the kind of educational reform that might allow inner-city schools to act more uniformly as a positive and protective influence on students who must grow up in an otherwise disordered and difficult world.
For a dozen years during their formative period of development, children spend as many of their working hours at school as at home--some 15,000 hours in all. To suggest that this tremendous amount of time has no effect on development seems irrational. To settle for schools that simply act as institutions of containment for disadvantaged children seems a strategy of despair. The importance of this major book in education is its clear demonstration that these are not the only alternatives.
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