Titlebook: Ethnicity and Educational Achievement in British Schools; Gajendra K. Verma,Brandon Ashworth Book 1986 Palgrave Macmillan, a division of M

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Sarrazins deutschsprachige QuellenWhen looking at the process of educational achievement in a plural society, concepts that come readily to mind are ‘race’, ‘culture’ and ‘ethnicity’. Of these, the most widely used are ‘race’ and ‘culture’. Their use as concepts will be considered as a prelude to discussion of ‘ethnicity’ which is the latest one in the British context.

Preamble

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Forschungsdesign und methodisches Vorgehen,In order that this study of educational achievement and ethnicity be understood it is necessary to describe briefly the background and locale in which the research was conducted. Against this backdrop, the schools from which we drew our samples will be characterised.

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Race, Culture and Ethnicity,When looking at the process of educational achievement in a plural society, concepts that come readily to mind are ‘race’, ‘culture’ and ‘ethnicity’. Of these, the most widely used are ‘race’ and ‘culture’. Their use as concepts will be considered as a prelude to discussion of ‘ethnicity’ which is the latest one in the British context.

Tonometry

Educational Achievement and Ethnicity,In the research literature the term ‘educational achievement’ has a range of meanings and applications. Broadly speaking, these could be said to fall within two categories: educational achievement used as an institutional variable and educational achievement used as an individual variable.

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https://doi.org/10.1007/978-3-658-27939-4il, student, parent, member of the older generation, tax-payer or rate-payer. As a result most of us place a good deal of faith, even blind faith, in education. Education is also intimately connected with the problems of plural societies. Studies in Britain and America have shown that education, esp

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https://doi.org/10.1007/978-3-658-42763-4lum and of teaching styles have steadily come to the fore in the last two decades. The process has been accelerated by the increasing proportion of ethnic minority schoolchildren born not across the waters but born in the same street or the same hospital as their white peers.

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