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A test of a social capital model wit...

The University of Wisconsin - Milwaukee.

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A test of a social capital model with economically disadvantaged adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A test of a social capital model with economically disadvantaged adolescents./
作者:	Keshvala, Seelpa H.
面頁冊數:	125 p.
附註:	Adviser: Gail T. Schneider.
Contained By:	Dissertation Abstracts International69-10A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3332175
ISBN:	9780549843832

A test of a social capital model with economically disadvantaged adolescents.
Keshvala, Seelpa H.

A test of a social capital model with economically disadvantaged adolescents. - 125 p.

Adviser: Gail T. Schneider.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2008.

Using secondary data from the first wave of the Education Longitudinal Study of 2002 (ELS:2002), this study tested and examined aspects of Nan Lin's (1999; 2001) social capital theory with economically disadvantaged adolescents to determine if various forms of social support have an impact on these students' academic success in school. The results provide adequate support for Lin's model. These findings indicate the importance of principal leadership in facilitating the process of relationship building between school staff (particularly teachers and guidance counselors) and economically disadvantaged adolescents and the effect this can have on students' academic achievement. Ideas for principals in enhancing the school staff's commitment to the importance of relationship building with economically disadvantaged adolescents are suggested.

ISBN: 9780549843832Subjects--Topical Terms:

626645
Education, Administration.

A test of a social capital model with economically disadvantaged adolescents.
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520 $a Using secondary data from the first wave of the Education Longitudinal Study of 2002 (ELS:2002), this study tested and examined aspects of Nan Lin's (1999; 2001) social capital theory with economically disadvantaged adolescents to determine if various forms of social support have an impact on these students' academic success in school. The results provide adequate support for Lin's model. These findings indicate the importance of principal leadership in facilitating the process of relationship building between school staff (particularly teachers and guidance counselors) and economically disadvantaged adolescents and the effect this can have on students' academic achievement. Ideas for principals in enhancing the school staff's commitment to the importance of relationship building with economically disadvantaged adolescents are suggested.
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