Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools
Identifieur interne : 000D76 ( Main/Curation ); précédent : 000D75; suivant : 000D77Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools
Auteurs : Frances Schwartz [États-Unis]Source :
- Anthropology & Education Quarterly [ 0161-7761 ] ; 1981-06.
English descriptors
Abstract
Why do proeducational peer patterns emerge in one classroom and anti‐educational relationships in another? Focusing on the school's role in generating these differences, this paper argues that peer group academic orientation is a reaction to the expectations and constraints of a specific educational structure. It analyzes the impact of one structur—tracking—on the peer group and speculatively explains the emergence of contrasting high‐ and low‐track patterns.
Url:
DOI: 10.1525/aeq.1981.12.2.05x1887o
Links toward previous steps (curation, corpus...)
- to stream Main, to step Corpus: Pour aller vers cette notice dans l'étape Curation :000D98
Links to Exploration step
ISTEX:FE1F085C455E75FE8C5B9F22E6A2083F3DDF4572Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools</title><author><name sortKey="Schwartz, Frances" sort="Schwartz, Frances" uniqKey="Schwartz F" first="Frances" last="Schwartz">Frances Schwartz</name><affiliation wicri:level="2"><mods:affiliation>Senior Research Associate Philadelphia Child Guidance Clinic Philadelphia, Pennsylvania</mods:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Pennsylvanie</region></placeName><wicri:cityArea>Senior Research Associate Philadelphia Child Guidance Clinic Philadelphia</wicri:cityArea></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:FE1F085C455E75FE8C5B9F22E6A2083F3DDF4572</idno><date when="1981" year="1981">1981</date><idno type="doi">10.1525/aeq.1981.12.2.05x1887o</idno><idno type="url">https://api.istex.fr/document/FE1F085C455E75FE8C5B9F22E6A2083F3DDF4572/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">000D98</idno><idno type="wicri:Area/Main/Curation">000D76</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools</title><author><name sortKey="Schwartz, Frances" sort="Schwartz, Frances" uniqKey="Schwartz F" first="Frances" last="Schwartz">Frances Schwartz</name><affiliation wicri:level="2"><mods:affiliation>Senior Research Associate Philadelphia Child Guidance Clinic Philadelphia, Pennsylvania</mods:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Pennsylvanie</region></placeName><wicri:cityArea>Senior Research Associate Philadelphia Child Guidance Clinic Philadelphia</wicri:cityArea></affiliation></author></analytic><monogr></monogr><series><title level="j">Anthropology & Education Quarterly</title><idno type="ISSN">0161-7761</idno><idno type="eISSN">1548-1492</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="1981-06">1981-06</date><biblScope unit="volume">12</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="99">99</biblScope><biblScope unit="page" to="121">121</biblScope></imprint><idno type="ISSN">0161-7761</idno></series><idno type="istex">FE1F085C455E75FE8C5B9F22E6A2083F3DDF4572</idno><idno type="DOI">10.1525/aeq.1981.12.2.05x1887o</idno><idno type="ArticleID">AEQ834</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0161-7761</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>CLASSROOM ETHNOGRAPHY</term><term>EXPECTATIONS</term><term>PEER GROUP INTERACTION PATTERNS</term><term>TRACKING</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Why do proeducational peer patterns emerge in one classroom and anti‐educational relationships in another? Focusing on the school's role in generating these differences, this paper argues that peer group academic orientation is a reaction to the expectations and constraints of a specific educational structure. It analyzes the impact of one structur—tracking—on the peer group and speculatively explains the emergence of contrasting high‐ and low‐track patterns.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Musique/explor/SchutzV1/Data/Main/Curation
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000D76 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Curation/biblio.hfd -nk 000D76 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Musique
|area= SchutzV1
|flux= Main
|étape= Curation
|type= RBID
|clé= ISTEX:FE1F085C455E75FE8C5B9F22E6A2083F3DDF4572
|texte= Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools
}}
| This area was generated with Dilib version V0.6.38. |  |