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9 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Hubbs-Tait et al (2002) |
-Found that where parents use challenging language, children's cognitive function improves. |
Challenging language |
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Leon Feinstein (2008) |
-Educated parents are more likely to use challenging language. -Educated parents are more likely to use praise. -Parents education is the most important factor in achievement. |
Educated parents |
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Carl Bereiter and Siegfried Engelmann (1966) |
-Claim that language used in lower class homes is deficient. -As a result, children fail to develop the necessary linguistic skills for educational success |
Deficient |
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Basil Bernstein (1975) |
-Came up with the elaborated code and the restricted code |
Speech codes |
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Douglas (1964) |
-Found that working class parents placed less value on education. |
Value |
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Bernstein and Young (1967) |
-Middle class mothers were more likely to buy educational toys |
Toys |
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Barry Sugarman (1970) |
-Argues that the working-class subculture has four key features that hinder educational achievement: *Fatalism: Belief in fate. *Collectivism: Valuing being part of a group. *Immediate gratification: Seeking pleasure now. *Present time orientation: Seeing the present as more important. |
Factors |
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Nell Keddie (1973) |
-Describes cultural deprivation as a 'myth' - Failiure in school is a result of home backgrounds. |
Myth |
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Barry Troyna and Jenny Williams (1986) |
-The problem is not the language, but the school's attitude towards it. -teachers have a 'speech hierarchy' |
School Attitude |
