Literaturnachweis - Detailanzeige
| Autor/in | Raver, C. Cybele |
|---|---|
| Titel | Low-Income Children's Self-Regulation in the Classroom: Scientific Inquiry for Social Change |
| Quelle | In: American Psychologist, 67 (2012) 8, S.681-689 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0003-066X |
| DOI | 10.1037/a0030085 |
| Schlagwörter | Evidence; Policy Formation; Social Change; Poverty; Classroom Environment; Classroom Research; Self Management; Low Income Groups; Scientific Research; Early Intervention; Research Needs; Social Indicators; Developmentally Appropriate Practices; School Readiness; Models; Social Action; Poverty Programs; United States |
| Abstract | Over 21% of children in the United States today are poor, and the income gap between our nation's richest and poorest children has widened dramatically over time. This article considers children's self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children's self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty's negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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