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The effects of families and schools ...

Lummis, John Maxwell, III.

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The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States./
作者:	Lummis, John Maxwell, III.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
面頁冊數:	252 p.
附註:	Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3886.
Contained By:	Dissertation Abstracts International49-12A.
標題:	Individual & family studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8907087

The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States.
Lummis, John Maxwell, III.

The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 252 p.

Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3886.

Thesis (Ph.D.)--University of Michigan, 1988.

Traditional models of status attainment have focused on attainment outcomes and have ignored the process by which status is transmitted. This investigation is an attempt to develop a conceptualization of the status attainment process during the first five years of schooling. A model of academic performance in elementary school is developed. The conceptualization incorporates the effects of parental status (mother's and father's education, occupation, and income), home factors (number of children in the family, academic pressure, time spent working with the child), and schools (school quality, quality of the teaching staff) on reading and mathematics achievement. The impact of educational bureaucracies and the degree of centralization of educational control are discussed with reference to previous research on schooling in Western societies. The model is tested in a multi-level framework that simultaneously estimates the effects of the individual- and school-level variables and interactions between levels. Moreover, the model is tested using data from four locations: Sendai, Japan; Taipei, Taiwan; Beijing, The People's Republic of China; and Chicago, Illinois.Subjects--Topical Terms:

2122770
Individual & family studies.

The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States.
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245 1 4 $a The effects of families and schools on academic performance in Japan, Taiwan, The People's Republic of China, and the United States.
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300 $a 252 p.
500 $a Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3886.
500 $a Chairman: William M. Mason.
502 $a Thesis (Ph.D.)--University of Michigan, 1988.
520 $a Traditional models of status attainment have focused on attainment outcomes and have ignored the process by which status is transmitted. This investigation is an attempt to develop a conceptualization of the status attainment process during the first five years of schooling. A model of academic performance in elementary school is developed. The conceptualization incorporates the effects of parental status (mother's and father's education, occupation, and income), home factors (number of children in the family, academic pressure, time spent working with the child), and schools (school quality, quality of the teaching staff) on reading and mathematics achievement. The impact of educational bureaucracies and the degree of centralization of educational control are discussed with reference to previous research on schooling in Western societies. The model is tested in a multi-level framework that simultaneously estimates the effects of the individual- and school-level variables and interactions between levels. Moreover, the model is tested using data from four locations: Sendai, Japan; Taipei, Taiwan; Beijing, The People's Republic of China; and Chicago, Illinois.
520 $a The investigation focuses on the impact of homes and schools on academic performance in the four locations. Differences in mean levels of performance among locations and among schools and individuals within locations are discussed. Variance in the performance measures is discussed in light of the differing effects of schools and homes. Performance differences between schools are found in Taipei, Beijing and Chicago, but not in Sendai. The effects of parents' education and occupation are found to be larger at fifth grade than at first in all four settings. The impact of schools in the four locations also is addressed. Measures of home characteristics, such as time spent working with the child, are found not to have statistically significant effects on academic performance. The number of children in the family is negatively related to performance in some locations, but not in others.
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