All Else Equal

Benveniste, Luis; Carnoy, Martín; Rothstein, Richard I.

doi:10.4324/9781315023458

Cited by 15 publications

(13 citation statements)

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“…Indeed, poverty has been linked to a wide range of stressors in both the psychosocial and physical environments (Evans, 2004). For example, the psychosocial environment of poverty may be characterized by exposure to violence (Emery & Laumann-Billings, 1998), marital conflict or divorce (Liu & Chen, 2006), harsh and unresponsive parenting (Conger & Elder, 1994; Grant et al, 2003), low parental monitoring (Kilgore, Snyder, & Lentz, 2000), less cognitive stimulation (Hoff, Laursen, & Tardiff, 2002), less parental involvement in school systems (Benveniste, Carnoy, & Rothstein, 2003), schools with less highly trained teachers and greater violence (Clotfelter, Ladd, Vigdor, & Wheeler, 2006; Milam, Furr-Holden, & Leaf, 2010), and changes in schools and residences (Herbers et al, 2012). The physical environment of poverty may be characterized by exposure to toxins and parental smoking (Centers for Disease Control and Prevention, 2010; Legot, London, Rosofsky, & Shandra, 2012), noise (Evans & Kim, 2012), crowded housing conditions (Myers, Baer, & Choi, 1996), inadequate heat (Children’s Defense Fund, 1995), lack of air conditioning (Federman et al, 1996), poor nutrition (Alaimo, Olson, Frongillo, & Briefel, 2001), and crumbling schools (National Center for Education Statistics, 2000).…”

Section: Discussionmentioning

confidence: 99%

Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky.

Keller¹,

Smith²,

Gilbert³

et al. 2015

Journal of Educational Psychology

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Adequate sleep is essential for child learning. However, school systems may inadvertently be promoting sleep deprivation through early school start times. The current study examines the potential implications of early school start times for standardized test scores in public elementary schools in Kentucky. Associations between early school start time and poorer school performance were observed primarily for schools serving few students who qualify for free or reduced-cost lunches. Associations were controlled for teacher-student ratio, racial composition, and whether the school was in the Appalachian region. Findings support the growing body of research showing that early school start times may influence student learning but offer some of the first evidence that this influence may occur for elementary school children and depend on school characteristics.

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Section: Discussionmentioning

confidence: 99%

Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky.

Keller¹,

Smith²,

Gilbert³

et al. 2015

Journal of Educational Psychology

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“…In developing countries nearly one billion children are deprived of one or more of the following: "drinking water, sanitation, nutrition, health, shelter, education, or information" (Delamonica & Minujin, 2007:362). Studies have pointed out those children from low income families are more exposed to hazardous social and physical environments (Benveniste, Carnoy, Rothstein, 2003;Borstein & Bradley, 2003;Bradley & Corwyn, 2002;Evans & English, 2002). As such, they are "exposed to more turmoil, violence, separation from their families, instability, and chaotic households" (Evans, 2004:77).…”

Section: The Need For African Investment In Early Childhood Development and Educationmentioning

confidence: 99%

Early Education of Orphans and Vulnerable Children: A Crucial Aspect for Social Justice and African Development

Pillay¹

2017

KOERS

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In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub-Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio-ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa.

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“…Les leçons du dernier cours de linguistique générale professé par Benveniste au Collège de France (1968)(1969) ont été tout récemment restituées à travers l'exploitation croisée des notes autographes de préparation aux cours et des prises de notes de certains de ses auditeurs 17 . Le rapport paru dans l'Annuaire du 1969 en récapitule le déroulement :…”

Section: L'origine Et Les « Autres » Dernières Leçonsunclassified

Désigneretsignifierle « savoir » : pour une nouvelle entrée du « Vocabulaire des institutions indo-européennes » d’Emile Benveniste

D’Ottavi

2014

SHS Web of Conferences

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Benveniste un et plurielLa courbe que dessine l'oeuvre d 'Emile Benveniste (1902-1976 est décrite, depuis toujours, par des expressions complexes. Aux soucis de présenter ses travaux comme liés en une unité profonde relevant d'un unique point de vue sur les faits de langage, répondent les diverses attitudes des interprètes, les entreprises institutionnelles, les choix éditoriaux qui renouvellent, dans les faits, la séparation entre l'indo-européaniste et le théoricien généraliste. L'exemple traditionnel qu'on trouve dans la littérature critique est celui du grand congrès du CNRS du 1983 (Benveniste aujourd'hui, Université François-Rabelais, Tours, 28-30 septembre). Les actes se partagent avec efficacité matérielle en deux tomes :

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All Else Equal

Cited by 15 publications

References 0 publications

Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky.

Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky.

Early Education of Orphans and Vulnerable Children: A Crucial Aspect for Social Justice and African Development

Désigneretsignifierle « savoir » : pour une nouvelle entrée du « Vocabulaire des institutions indo-européennes » d’Emile Benveniste

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