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Title:	Culturally Disadvantaged Children, 1968-1980; Follow-Up at Three Ages
Keywords:	ABILITY ABILITY GROUPING ACADEMIC ACHIEVEMENT ATTITUDES BOOKS BUILDING MAINTENANCE CHILDREN CLASS SIZE CLUBS CULTURALLY DISADVANTAGED DISABLED CHILDREN EDUCATIONAL BACKGROUND EDUCATIONAL EXPECTATIONS EDUCATIONAL MEASUREMENTS EDUCATIONAL TESTS EDUCATIONAL VISITS EMPLOYMENT EMPLOYMENT OPPORTUNITIES EXTRACURRICULAR ACTIVITIES FAMILY COHESION FAMILY ENVIRONMENT FATHERS FIELDS OF STUDY FINANCIAL RESOURCES FRIENDSHIP HEADS OF HOUSEHOLD HEALTH HOBBIES HOMEWORK HOUSEHOLDS HOUSING HOUSING FACILITIES HOUSING IMPROVEMENT HOUSING TENURE INCOME JOB CHANGING JUVENILE DELINQUENCY LABOUR MOBILITY LANGUAGES LEISURE TIME ACTIVITIES MEDICAL CARE MEMBERSHIP MOTHERS NEWSPAPER READERSHIP OCCUPATIONAL CHOICE OCCUPATIONS OVERTIME PARENT-SCHOOL RELATIONSHIP PARENT-TEACHER RELATIONSHIP PARENTAL ENCOURAGEMENT PARENTS PEER-GROUP RELATIONSHIPS POCKET MONEY PUBLIC LIBRARIES PURCHASING QUALIFICATIONS READING (ACTIVITY) RESIDENTIAL MOBILITY SCHOOL ADJUSTMENT SCHOOL CLUBS SCHOOL DISCIPLINE SCHOOL-LEAVING AGE SHIFT WORK SLEEP SOCIAL ACTIVITIES (LEISURE) SOCIAL CLASS SOCIAL SERVICES SPECIAL EDUCATION SPECIAL NEEDS EDUCATION STANDARD OF LIVING STUDENT ATTITUDE STUDENT BEHAVIOUR STUDENT EMPLOYMENT STUDENT PARTICIPATION TEACHER-STUDENT RELATIONSHIP SCHOOLTEACHERS TELEVISION RECEIVERS TELEVISION VIEWING TRANSITION FROM SCHOOL TO WORK TRUANCY UNEMPLOYMENT CAREERS GUIDANCE YOUTH ORGANIZATIONS 1968-1980 England and Wales
Description:	<P>Abstract copyright UK Data Service and data collection copyright owner.</P> This was a longitudinal study of a sample of culturally disadvantaged children and their matched controls intended to highlight the effects of cultural and material disadvantage in the home upon children's school progress and adjustment. <B>Main Topics</B>:<BR> Variables<br> The children were originally studied at the infant school stage (7+ years) and were followed up at the ages of 11+ and 15+ years respectively, i.e. at the late junior school and secondary school stages. The main variables collected were concerned with the children's linguistic, cognitive and educational attainment, social and emotional adjustment to school, personality, motivation and attitudes to school. In addition background information about their schools and home backgrounds was also obtained. Data from the children were obtained through a combination of tests, questionnaires and personal interviews carried out in school. Teacher's ratings of the children's progress and school adjustment and basic descriptive information about the children's schools were obtained by questionnaires completed by teachers. The parents were interviewed in their homes on three occasions (when the children were aged 6+, 11+ and 15+ years) by a research worker using an interview schedule. The data were statistically analysed for between-group differences (control versus disadvantaged group) and comparable test data obtained on each of the three occassions of study were examined for trend.
URI:	https://t2-4.bsc.es/jspui/handle/123456789/67126
Other Identifiers:	1628 10.5255/UKDA-SN-1628-1 http://doi.org/10.5255/UKDA-SN-1628-1
Appears in Collections:	Cessda

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