View in EDS

Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities.

Saved in:
Bibliographic Details
Title: Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities.
Language: English
Authors: Capper, Colleen A., Wisconsin Univ., Madison. Dept. of Educational Administration.
Peer Reviewed: N
Page Count: 41
Publication Date: 1990
Sponsoring Agency: Spencer Foundation, Chicago, IL.
Wisconsin Univ., Madison. Graduate School.
Document Type: Reports - Research
Reports - Evaluative
Descriptors: Administrator Role, American Indians, Disabilities, Disadvantaged Environment, Educational Policy, Educational Practices, Preschool Education, Principals, Rural Education, School Effectiveness, Socioeconomic Influences, Suburban Schools, Urban Education
Geographic Terms: U.S.; Wisconsin
Abstract: This study explored how community socioeconomic class, setting (rural, small-town, suburban, or urban), and culture influence effective school linkages for preschool children with disabilities. The study utilized a model of school success based on effective schools research. The study analyzed data previously reported for four school districts in a midwestern state and an additional site. School districts represented a suburban affluent setting and four economically disadvantaged settings (urban, small town, rural, and a Native American Indian reservation). The investigator observed all classes serving preschool children with disabilities that included in-depth observation of one 3-year-old child per classroom. Analysis indicated that effective school linkages differed among the five communities with some linkages similar and others distinctly different between low and high socioeconomic level communities and between urban/suburban and rural/small-town communities. Some differences followed a continuum from affluent to urban poverty, to small town, to rural, and to Native American communities. Findings were interpreted to suggest that the low socioeconomic level in some communities raised barriers to principal actions typically found in effective schools and that a rural or small town setting further impeded effective strategies. Minimal involvement of principals and low or ambiguous expectations for student achievement characterized poorer and rural schools. (Contains 33 references.) (DB)
Journal Code: RIEJAN1993
Entry Date: 1993
Accession Number: ED348781
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED348781
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED348781
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Capper%2C+Colleen+A%2E%22">Capper, Colleen A.</searchLink><br /><searchLink fieldCode="AR" term="%22Wisconsin+Univ%2E%2C+Madison%2E+Dept%2E+of+Educational+Administration%2E%22">Wisconsin Univ., Madison. Dept. of Educational Administration.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 41
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1990
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Spencer Foundation, Chicago, IL.<br />Wisconsin Univ., Madison. Graduate School.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indians%22">American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Environment%22">Disadvantaged Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Education%22">Rural Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Education%22">Urban Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Wisconsin%22">U.S.; Wisconsin</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explored how community socioeconomic class, setting (rural, small-town, suburban, or urban), and culture influence effective school linkages for preschool children with disabilities. The study utilized a model of school success based on effective schools research. The study analyzed data previously reported for four school districts in a midwestern state and an additional site. School districts represented a suburban affluent setting and four economically disadvantaged settings (urban, small town, rural, and a Native American Indian reservation). The investigator observed all classes serving preschool children with disabilities that included in-depth observation of one 3-year-old child per classroom. Analysis indicated that effective school linkages differed among the five communities with some linkages similar and others distinctly different between low and high socioeconomic level communities and between urban/suburban and rural/small-town communities. Some differences followed a continuum from affluent to urban poverty, to small town, to rural, and to Native American communities. Findings were interpreted to suggest that the low socioeconomic level in some communities raised barriers to principal actions typically found in effective schools and that a rural or small town setting further impeded effective strategies. Minimal involvement of principals and low or ambiguous expectations for student achievement characterized poorer and rural schools. (Contains 33 references.) (DB)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEJAN1993%22">RIEJAN1993</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED348781
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED348781
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: American Indians
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Disadvantaged Environment
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Rural Education
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Urban Education
        Type: general
      – SubjectFull: U.S.; Wisconsin
        Type: general
    Titles:
      – TitleFull: Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wisconsin Univ., Madison. Dept. of Educational Administration.
      – PersonEntity:
          Name:
            NameFull: Capper, Colleen A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1990
ResultId 1