Reducing the Educational Gap: Good Results in Vulnerable Groups.
We analyse the educational performance of a group of schools that serve socially vulnerable children and that have implemented distinguishable teaching and management methods. Conditioned to students, school characteristics, selection criteria and resources, robust performance measures show statisti...
| Publicado en: | Journal of Development Studies Vol. 46; no. 3; pp. 535 - 556 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=50038397&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 50038397 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220388 JDS jtl: Journal of Development Studies issn: 00220388 maglogo: N pubinfo: dt: Mar2010 vid: 46 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 50038397 10.1080/00220380903318038 ppf: 535 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 361KB tig: atl: Reducing the Educational Gap: Good Results in Vulnerable Groups. aug: au: García Palomer, Cristian Paredes, RicardoD. affil: Pontificia Universidad Católica de Chile, Santiago, Chile su: Education Schools Social marginality Poor children School administration Students Teaching sug: subj: Education Schools Social marginality Poor children School administration Students Teaching ab: We analyse the educational performance of a group of schools that serve socially vulnerable children and that have implemented distinguishable teaching and management methods. Conditioned to students, school characteristics, selection criteria and resources, robust performance measures show statistically significant economically relevant differences in favour of these schools. Whilst only a small part of this difference can be explained with simple management practices that we isolate statistically, there remain an important residual we can associate with distinctive practices identified in the qualitative literature as present in successful schools. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Development Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Development Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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