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Are schools the problem? The effects...

von Hippel, Paul T.

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Are schools the problem? The effects of school on learning and obesity.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Are schools the problem? The effects of school on learning and obesity./
作者:	von Hippel, Paul T.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4589.
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429640
ISBN:	9781124292113

Are schools the problem? The effects of school on learning and obesity.
von Hippel, Paul T.

Are schools the problem? The effects of school on learning and obesity. - 204 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4589.

Thesis (Ph.D.)--The Ohio State University, 2010.

This dissertation is part of a larger research agenda whose purpose, broadly speaking, is to identify the major sources of inequality and of secular change in children's physical and intellectual growth. In a theoretical chapter I review the evidence for two guiding principles---namely that, compared to the rest of children's lives, schools, at least in recent decades, have been (1) relatively stable and (2) relatively fair. In a methodological chapter I review the logic of seasonal research, which has contributed to the case for schools' relative fairness by showing that disadvantaged children fall behind primarily during the summer vacation, when school is out.

ISBN: 9781124292113Subjects--Topical Terms:

626654
Education, Sociology of.

Are schools the problem? The effects of school on learning and obesity.
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245 1 0 $a Are schools the problem? The effects of school on learning and obesity.
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4589.
500 $a Adviser: Douglas B. Downey.
502 $a Thesis (Ph.D.)--The Ohio State University, 2010.
520 $a This dissertation is part of a larger research agenda whose purpose, broadly speaking, is to identify the major sources of inequality and of secular change in children's physical and intellectual growth. In a theoretical chapter I review the evidence for two guiding principles---namely that, compared to the rest of children's lives, schools, at least in recent decades, have been (1) relatively stable and (2) relatively fair. In a methodological chapter I review the logic of seasonal research, which has contributed to the case for schools' relative fairness by showing that disadvantaged children fall behind primarily during the summer vacation, when school is out.
520 $a In a chapter on year-round schools, I bolster the case that summer setback is a symptom of disadvantages in children's non-school environments, which cannot be eliminated simply by rearranging the school calendar. In a chapter on obesity, I use seasonal analysis to show that, during the 20-year rise in child obesity, it was the summer vacation, more than the school year, that grew more fattening. These finding implicate children's non-school environments as the primary source of both the child obesity epidemic and of inequality in academic achievement.
520 $a In my conclusion, I review my findings as part of the broader case that schools are relatively stable and relatively fair. I then discuss the implications for sociological research and for social policy.
590 $a School code: 0168.
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