Abstract
One purpose of this chapter is to present some insights from the Chicago human-capital school of economics that offers justification of psychological research and educational practices focused on the stimulation of students by adults within and outside the ordinary school setting. A second purpose is to summarize and bring up to date the Walberg and Marjoribanks (1976) review “Family Environment and Cognitive Development: Twelve Analytic Models.” The earlier review discusses the ability and achievement correlations with family size, socioeconomic status, ethnicity, and other various sociological-status and psychological-behavioral indicators. This chapter stresses the parallel between home and school learning environments and the need for research along with other such causally implicated variables as the quality and quantity of instruction, the social-psychological environments of the class and peer group, and student ability and motivation. The third purpose of the chapter is to summarize and discuss quantitative syntheses of studies relating abilities and educational achievement to socioeconomic status and home environment, including home-based reinforcement, home instruction, and general educational and psychological characteristics of the home.
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Walberg, H.J. (1986). Home Environment and School Learning: Some Quantitative Models and Research Synthesis. In: Griffore, R.J., Boger, R.P. (eds) Child Rearing in the Home and School. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9676-6_5
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DOI: https://doi.org/10.1007/978-1-4757-9676-6_5
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