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Human capital development and the frontiers of research in the sociology of education

Author: Stephen L Morgan; Mark W McKerrow; Canadian Policy Research Networks.; Queen's University. School of Policy Studies.; Statistics Canada.
Publisher: [Ottawa, Ont.] : Canadian Policy Research Networks, ©2006
Series: Skills and knowledge for Canada's future.
Edition/Format:   eBook : Document : National government publication : EnglishView all editions and formats
Summary:
This report is one of a series of seven reports, part of "Skills and Knowledge for Canada's Future: Seven Perspectives - Towards an Integrated Approach to Human Capital Development project", managed by CPRN, the School of Policy Studies at Queen's University [SPS], and Statistics Canada. In this paper, the authors explores four broad explanations - family background, race, opportunities to learn, and school effects  Read more...
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Genre/Form: Electronic books
Material Type: Document, Government publication, National government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Stephen L Morgan; Mark W McKerrow; Canadian Policy Research Networks.; Queen's University. School of Policy Studies.; Statistics Canada.
OCLC Number: 246903080
Notes: Cover title.
Issued by Canadian Policy Research Networks for School of Policy Studies and Statistics Canada.
One of a series of seven reports.
Description: 1 online resource (ii, 42 pages).
Series Title: Skills and knowledge for Canada's future.
Responsibility: by Stephen L. Morgan, Mark W. McKerrow.
More information:

Abstract:

This report is one of a series of seven reports, part of "Skills and Knowledge for Canada's Future: Seven Perspectives - Towards an Integrated Approach to Human Capital Development project", managed by CPRN, the School of Policy Studies at Queen's University [SPS], and Statistics Canada. In this paper, the authors explores four broad explanations - family background, race, opportunities to learn, and school effects - for motivation and commitment to schooling, learning and preparation for post-secondary education, and resulting educational attainment. They find little consensus. They do find, however, that making students repeat a year does more harm than good, that streaming of students into academic and non-academic streams can be class-biased, and that peer networks can be associated with positive educational gains.

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