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Parental involvement with children at home, in school, and in the
community is one of the most important factors in educational
success. Yet we know very little about the most effective
approaches to parental intervention. Moreover, not all parents have
the same resources or opportunities to act on the educational
expectations they have for their c
This book presents a major report that has evoked extensive
controversy and initiated extensive policy debate on equality and
achievement in education. It examines the concept of equality of
educational opportunity and the relations between equality and
achievement and between families and schools.
"There is in modem society a structural change that underlies many
of the social changes with which the conference was concerned. My
argument here will be that this is a qualitative change in the way
society is organized, a change with many implications. I will call
this a change from primordial and spontaneous social organization
to constructed social organization (see Coleman 1990, Chapters 2,
3, and 24 for an extended examination of this change). The common
definitions of these terms contain some hint of what I mean, but I
will describe the change more fully to ensure that it is clearly
understood. By primordial social organization I mean social
organization that has its origins in the relationships established
by childbirth. Not all these relations are activated in all
cultures, but some subset of these relations forms the basis for
all primitive and traditional social organization. From these
relations, more complex structures unfold. For example, from these
relations come families; from families come clans; from clans,
villages; and from villages, tribes, ethnicities, or societies."
"There is in modem society a structural change that underlies many
of the social changes with which the conference was concerned. My
argument here will be that this is a qualitative change in the way
society is organized, a change with many implications. I will call
this a change from primordial and spontaneous social organization
to constructed social organization (see Coleman 1990, Chapters 2,
3, and 24 for an extended examination of this change). The common
definitions of these terms contain some hint of what I mean, but I
will describe the change more fully to ensure that it is clearly
understood. By primordial social organization I mean social
organization that has its origins in the relationships established
by childbirth. Not all these relations are activated in all
cultures, but some subset of these relations forms the basis for
all primitive and traditional social organization. From these
relations, more complex structures unfold. For example, from these
relations come families; from families come clans; from clans,
villages; and from villages, tribes, ethnicities, or societies."
This book presents a major report that has evoked extensive
controversy and initiated extensive policy debate on equality and
achievement in education. It examines the concept of equality of
educational opportunity and the relations between equality and
achievement and between families and schools.
Parental involvement with children at home, in school, and in the
community is one of the most important factors in educational
success. Yet we know very little about the most effective
approaches to parental intervention. Moreover, not all parents have
the same resources or opportunities to act on the educational
expectations they have for their children.This book examines the
resources available to parents and the actions parents can take to
further their children's education. It is the first study of the
subject based on major survey data, drawing from the National
Education Longitudinal Study of 1988--a national survey of 26,000
eighth graders, their parents, teachers, and school administrators.
The authors explore several important debates, including the extent
to which parental involvement can mitigate the constraints of
poverty for minorities and disadvantaged students, school choice
and equality of educational opportunity, and the effects that
school-sponsored activities involving parents have on educational
performance.Certain to change the thinking of educators and
policymakers, this book is essential reading for scholars and
parents as well.
Wieder lieferbar ab Juli 2010 "Hier haben wir eine Raritat in der
Soziologie vor uns: eine koharente, scharfsinnige Analyse der
ganzen Vielfalt von Kernproblemen der Disziplin - das Selbst,
individuelle und soziale Entscheidung, Familie, Normen, Herrschaft,
Macht, kollektives Handeln, Burokratie, Revolution -, die
uberzeugend und prazise genug ist, um formale Modelle zur Dynamik
sozialer Systeme zu ermoglichen." Michael T. Hannan, Cornell
University"
Additional Editor Is Patricia S. Rambach.
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press's mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1958.
The prosperous, comfortable, and homogeneous American suburb is a
relatively recent institution in American history. Edward Wynne was
one of the first to take a serious look at the quality of suburban
childhood, where, he contends, we have ignored the developments
affecting the largest pool of children and parents in America. This
provocative volume argues that the total environment of the
suburban youth-the school, the community, the family, and the
workplace-is in need of drastic reform. Wynne advances a forthright
argument for the preservation of traditional moral values and
criticizes excessive individualism in fragmented modern society.
Focusing on the schools and extending his discussion to the larger
community, he pleads for more attention to such goals as honesty,
persistence, patriotism, and loyalty. Post-industrial suburban
environments, Wynne argues, do not provide the diversity of
experience children must have to become successful adults. Strong
community ties to the schools are basic to Wynne's thesis. Within
the schools, he recommends changes in grading systems, student
responsibilities and assignments, selection and training of
teachers and administrators, structuring and evaluation of
programs, and the socioeconomic and age mix of pupils. A feeling of
cooperation and unity within the school itself is a major goal.
Wynne also suggests steps for moving toward more heterogeneous,
close-knit communities, where citizens have greater local control.
For example, community members could restrict movement into the
community and should aim for a mix of blue- and white-collar
residents. Wynne's arguments clearly run counter to fashion and are
sure to provoke a high level of debate among educators of differing
philosophic persuasions. Civil libertarians, feminists, civil
rights advocates, and others are bound to make spirited replies to
many of Wynne's contentions. Growing Up Suburban will be of
interest to educators, public school administrators, parents, and
suburban dwellers.
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press’s mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1958.
The essays in this book focus attention on the role of political
groups in the new functioning and development of the new African
societies and the political systems of which they are a part. The
authors, all recognized authorities, have sought to identify and
compare the manifestations of the general tendency among the new
states of Tropical Africa toward the establishment and
consolidation of one-party political systems, and to examine, in
the light of this general trend, the different dimensions of the
problem of integration. This title is part of UC Press's Voices
Revived program, which commemorates University of California
Press's mission to seek out and cultivate the brightest minds and
give them voice, reach, and impact. Drawing on a backlist dating to
1893, Voices Revived makes high-quality, peer-reviewed scholarship
accessible once again using print-on-demand technology. This title
was originally published in 1964.
The essays in this book focus attention on the role of political
groups in the new functioning and development of the new African
societies and the political systems of which they are a part. The
authors, all recognized authorities, have sought to identify and
compare the manifestations of the general tendency among the new
states of Tropical Africa toward the establishment and
consolidation of one-party political systems, and to examine, in
the light of this general trend, the different dimensions of the
problem of integration. This title is part of UC Press's
Voices Revived program, which commemorates University of California
Press's mission to seek out and cultivate the brightest minds and
give them voice, reach, and impact. Drawing on a backlist dating to
1893, Voices Revived makes high-quality, peer-reviewed scholarship
accessible once again using print-on-demand technology. This title
was originally published in 1964.Â
This book brings together the most important theoretical work of
James S. Coleman on problems of collective action. Coleman's work
has formed a consistent and highly distinguished attempt to find an
account of the workings of social and political processes rooted in
the rationality of the individual participants. The chapters
address in various ways the fundamental Hobbesian problem of order;
the question of how a set of self-interested individuals can arrive
at some kind of social order. The volume is organised in three
parts. The essays in Part I address the problem of social choice as
a fundamental problem of the functioning of social systems. Those
in Part II deal with relations of power as a crucial aspect of the
relations between individual actions and their social consequences.
Part III considers the question of the creation of collectivities
and the rights that are allocated under them. As a whole, the
volume demonstrates the integration and force of the views Coleman
has developed.
James Smoot Coleman was the leading theorist of his time in African
political studies. His work fused liberal-democratic idealism and
scientific realism. These essays represent the evolution of his
thought from deep insight into African nationalism to a refined
theory of modernization. The collection is an indispensable
contribution to the intellectual history of comparative African
politics, essential to scholars and others who grapple with
problems in African development.
This book is a series of five lectures given in 1981 at Syracuse
University, each couples with a concluding 'dialogue' where the
author poses questions and objections to his own essays and then
answers them. Coleman sees the book as the extension of his 1973
volume, Power and the Structure of Society, and as the second step
in the construction of sociological theory about an emerging
'social structure that is not as most of me colleagues would see
it.'
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