Family environments and children’s outcomes created by Kevin Marjoribanks

By:

Marjoribanks, Kevin [author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 25, number 6,Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Children's learning -- Parent-teacher programs -- Family learning environments

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: In the article, theoretical orientations and empirical studies are examined that have investigated relationships between family learning environments and children's school-related outcomes. A family model is proposed that involves associations among family background (human and economic capital, parents' aspirations, and cultural contexts), intermediate family settings (sibling structure, family type, and family disruption), and immediate family settings (family social and cultural capital). It is suggested that our understanding of children's school performance will be enriched by examining the intricate nature of the interrelationships among family and school settings, individual characteristics, and outcomes, for children from different family social and cultural contexts.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 25, no.6 (pages 647-657)	Not for loan	For in house use only

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Previous	LB1051 EDU Trends in peer learning	LB1051 EDU Intelligence and IQ: what teachers should know	LB1051 EDU From Premack to PECS: 25 years of progress in communication intervention for individuals with developmental disabilities	LB1051 EDU Family environments and children’s outcomes	LB1051 EDU Individual differences and educational performance	LB1051 EDU Evidence-based practice for education?	LB1051 EDU "How obvious": Personal reflections on the database of educational psychology and effective teaching research.	Next

In the article, theoretical orientations and empirical studies are examined that have investigated relationships between family learning environments and children's school-related outcomes. A family model is proposed that involves associations among family background (human and economic capital, parents' aspirations, and cultural contexts), intermediate family settings (sibling structure, family type, and family disruption), and immediate family settings (family social and cultural capital). It is suggested that our understanding of children's school performance will be enriched by examining the intricate nature of the interrelationships among family and school settings, individual characteristics, and outcomes, for children from different family social and cultural contexts.

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