Defining Student Success: The Role of School and Culture
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usu...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New Brunswick, NJ
Rutgers University Press
[2014]
|
| Schriftenreihe: | Rutgers Series in Childhood Studies
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FHA01 FKE01 FLA01 UPA01 UBG01 FAB01 FCO01 URL des Erstveröffentlichers |
| Zusammenfassung: | The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure |
| Beschreibung: | Description based on online resource; title from PDF title page (publisher's Web site, viewed 04. Sep 2019) |
| Beschreibung: | 1 online resource 2 figures, 1 table |
| ISBN: | 9780813563633 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV046211283 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 191023s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 9780813563633 |9 978-0-8135-6363-3 | ||
| 024 | 7 | |a 10.36019/9780813563633 |2 doi | |
| 035 | |a (ZDB-23-DGG)9780813563633 | ||
| 035 | |a (OCoLC)1125193905 | ||
| 035 | |a (DE-599)BVBBV046211283 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-1046 |a DE-859 |a DE-Aug4 |a DE-860 |a DE-739 |a DE-473 |a DE-1043 |a DE-858 | ||
| 100 | 1 | |a Nunn, Lisa M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Defining Student Success |b The Role of School and Culture |c Lisa M. Nunn |
| 264 | 1 | |a New Brunswick, NJ |b Rutgers University Press |c [2014] | |
| 264 | 4 | |c © 2014 | |
| 300 | |a 1 online resource |b 2 figures, 1 table | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Rutgers Series in Childhood Studies | |
| 500 | |a Description based on online resource; title from PDF title page (publisher's Web site, viewed 04. Sep 2019) | ||
| 520 | |a The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. | ||
| 520 | |a While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. | ||
| 520 | |a With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure | ||
| 546 | |a In English | ||
| 650 | 7 | |a SOCIAL SCIENCE / General |2 bisacsh | |
| 655 | 7 | |8 1\p |0 (DE-588)4522595-3 |a Fallstudiensammlung |2 gnd-content | |
| 856 | 4 | 0 | |u https://www.degruyter.com/isbn/9780813563633 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
| 912 | |a ZDB-23-DGG | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-031590170 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FAW01 |p ZDB-23-DGG |q FAW_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FHA01 |p ZDB-23-DGG |q FHA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FKE01 |p ZDB-23-DGG |q FKE_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FLA01 |p ZDB-23-DGG |q FLA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l UPA01 |p ZDB-23-DGG |q UPA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l UBG01 |p ZDB-23-DGG |q UBG_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FAB01 |p ZDB-23-DGG |q FAB_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://www.degruyter.com/isbn/9780813563633 |l FCO01 |p ZDB-23-DGG |q FCO_PDA_DGG |x Verlag |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804180603685306368 |
|---|---|
| any_adam_object | |
| author | Nunn, Lisa M. |
| author_facet | Nunn, Lisa M. |
| author_role | aut |
| author_sort | Nunn, Lisa M. |
| author_variant | l m n lm lmn |
| building | Verbundindex |
| bvnumber | BV046211283 |
| collection | ZDB-23-DGG |
| ctrlnum | (ZDB-23-DGG)9780813563633 (OCoLC)1125193905 (DE-599)BVBBV046211283 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04522nmm a2200517zc 4500</leader><controlfield tag="001">BV046211283</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">191023s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780813563633</subfield><subfield code="9">978-0-8135-6363-3</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.36019/9780813563633</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-23-DGG)9780813563633</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1125193905</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV046211283</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-1046</subfield><subfield code="a">DE-859</subfield><subfield code="a">DE-Aug4</subfield><subfield code="a">DE-860</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-1043</subfield><subfield code="a">DE-858</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Nunn, Lisa M.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Defining Student Success</subfield><subfield code="b">The Role of School and Culture</subfield><subfield code="c">Lisa M. Nunn</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New Brunswick, NJ</subfield><subfield code="b">Rutgers University Press</subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield><subfield code="b">2 figures, 1 table</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Rutgers Series in Childhood Studies</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 04. Sep 2019)</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. </subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. </subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">SOCIAL SCIENCE / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="8">1\p</subfield><subfield code="0">(DE-588)4522595-3</subfield><subfield code="a">Fallstudiensammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveröffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-23-DGG</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-031590170</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FAW01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FAW_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FHA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FHA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FKE01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FKE_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FLA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FLA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">UPA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UPA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">UBG01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UBG_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FAB01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FAB_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.degruyter.com/isbn/9780813563633</subfield><subfield code="l">FCO01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FCO_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| genre | 1\p (DE-588)4522595-3 Fallstudiensammlung gnd-content |
| genre_facet | Fallstudiensammlung |
| id | DE-604.BV046211283 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T08:38:23Z |
| institution | BVB |
| isbn | 9780813563633 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-031590170 |
| oclc_num | 1125193905 |
| open_access_boolean | |
| owner | DE-1046 DE-859 DE-Aug4 DE-860 DE-739 DE-473 DE-BY-UBG DE-1043 DE-858 |
| owner_facet | DE-1046 DE-859 DE-Aug4 DE-860 DE-739 DE-473 DE-BY-UBG DE-1043 DE-858 |
| physical | 1 online resource 2 figures, 1 table |
| psigel | ZDB-23-DGG ZDB-23-DGG FAW_PDA_DGG ZDB-23-DGG FHA_PDA_DGG ZDB-23-DGG FKE_PDA_DGG ZDB-23-DGG FLA_PDA_DGG ZDB-23-DGG UPA_PDA_DGG ZDB-23-DGG UBG_PDA_DGG ZDB-23-DGG FAB_PDA_DGG ZDB-23-DGG FCO_PDA_DGG |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Rutgers University Press |
| record_format | marc |
| series2 | Rutgers Series in Childhood Studies |
| spelling | Nunn, Lisa M. Verfasser aut Defining Student Success The Role of School and Culture Lisa M. Nunn New Brunswick, NJ Rutgers University Press [2014] © 2014 1 online resource 2 figures, 1 table txt rdacontent c rdamedia cr rdacarrier Rutgers Series in Childhood Studies Description based on online resource; title from PDF title page (publisher's Web site, viewed 04. Sep 2019) The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure In English SOCIAL SCIENCE / General bisacsh 1\p (DE-588)4522595-3 Fallstudiensammlung gnd-content https://www.degruyter.com/isbn/9780813563633 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Nunn, Lisa M. Defining Student Success The Role of School and Culture SOCIAL SCIENCE / General bisacsh |
| subject_GND | (DE-588)4522595-3 |
| title | Defining Student Success The Role of School and Culture |
| title_auth | Defining Student Success The Role of School and Culture |
| title_exact_search | Defining Student Success The Role of School and Culture |
| title_full | Defining Student Success The Role of School and Culture Lisa M. Nunn |
| title_fullStr | Defining Student Success The Role of School and Culture Lisa M. Nunn |
| title_full_unstemmed | Defining Student Success The Role of School and Culture Lisa M. Nunn |
| title_short | Defining Student Success |
| title_sort | defining student success the role of school and culture |
| title_sub | The Role of School and Culture |
| topic | SOCIAL SCIENCE / General bisacsh |
| topic_facet | SOCIAL SCIENCE / General Fallstudiensammlung |
| url | https://www.degruyter.com/isbn/9780813563633 |
| work_keys_str_mv | AT nunnlisam definingstudentsuccesstheroleofschoolandculture |