Education and the Family: Passing success across the generations

Education and the Family: Passing success across the generations

Volumn , Issue , 2008, Pages 1-222

  Feinstein, Leon ^a   Duckworth, Kathryn ^a   Sabates, Ricardo ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84860324836     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203894927     Document Type: Book

References (451)

1. Acemoglu, D. and Pischke, J. S. (2001). Changes in the wage structure, family income and children’s education. European Economic Review, 45, 890-904.
2. Ainsworth, M. D. S., Blehar, M. C., Waters, E. and Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Erlbaum.
3. Alexander, K. L. and Entwisle, D. R. (1988). Achievement in the first two years of school: patterns and processes. Monographs of the Society for Research in Child Development, 53 (2), no. 218.
4. Alexander, K. L., Entwisle, D. R. and Bedinger, S. D. (1994). When expectations work: race and socioeconomic differences in school performance. Social Psychology Quarterly, 57 (4), 283-99.
5. Ammermueller, A. and Pischke, J. S. (2006). Peer Effects in European Primary Schools: Evidence from PIRLS, IZA, Discussion Paper, 2007.
6. Anderson, J. W., Johnstone, B. M. and Remley, D. T. (1999). Breast-feeding and cognitive development: a meta-analysis. American Journal of Clinical Nutrition, 70, 525-35.
7. Angrist, J. and Lang, K. (2004). Does school integration generate peer effects? Evidence from Boston’s Metco Program. American Economic Review, 94 (5), 1613-34.
8. Antonovics, K. and Goldberger, A. (2003). Do Education Mothers Make Bad Mothers? Twin Studies and the Intergenerational Transmission of Human Capital. University of California at San Diego, Economics. Discussion Papers.
9. Arias, O., Hallock, K. and Sosa-Escudero, W. (2003). Individual heterogeneity in the returns to schooling: instrumental variables quantile regression using twins data. Empirical Economics, 26, 7-40.
10. Ashenfelter, O. and Krueger, A. (1994). Estimates of the economic return to schooling from a new sample of twins. American Economic Review, 84, 1157-74.
11. Asher, S. R. and Coie, J. D. (1990). Peer Rejection in Childhood. New York: Cambridge University Press.
12. Aughinbaugh, A., Pierret, C. R. and Rothstein, D. S. (2005). The impact of family structure transitions on youth achievement: evidence from the children of the NLSY79. Demography, 42 (3), 447-68.
13. Baker, L., Sonnenschein, S., Serpell, R., Fernandez-Fein, S. and Scher, D. (1994). Contexts of Emergent Literacy: Everyday Home Experiences of Urban Prekindergarten Children. (Research Report No. 24). Athens, GA: National Reading Research Center, University of Georgia.
14. Ball, S. (1981). Beachside Comprehensive. Cambridge: Cambridge University Press.
15. Bandura, A. (1994). Self-efficacy: The Exercise of Control. New York: Freeman.
16. Bandura, A. and Walters, R. H. (1963). Social Learning and Personality Development. New York: Holt, Rinehart and Winston.
17. Barocas, R., Seifer, R., Sameroff, A. J., Andrews, T. A., Croft, R. T. and Ostrow, E. (1991). Social and interpersonal determinants of developmental risk. Developmental Psychology, 27, 479-88.
18. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88.
19. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, 94, 132-42.
20. Baydar, N., Hyle, P. and Brooks-Gunn, J. (1997). A longitudinal study of the effects of the birth of a sibling during preschool and early grade school years. Journal of Marriage and the Family, 59, 957-67.
21. Becker, G. S. (1973). A theory of marriage: part I. Journal of Political Economy, 81, 813-46.
22. Becker, G. S. (1975). Human Capital. Washington, DC: National Bureau of Economic Research.
23. Becker, G. S. (1981). A Treatise on the Family. Cambridge, MA: Harvard University Press.
24. Becker, G. S. and Tomes, N. (1976). Child endowments and the quantity and quality of children. Journal of Political Economy, 84, S143-62.
25. Bee, H. L., Van Egeren, L. F., Streissguth, A. P., Nyman, B. A. and Leckie, M. S. (1969). Social class differences in maternal teaching strategies and speech patterns. Developmental Psychology, 1, 726-34.
26. Behrman, J. R. and Rosenzweig, M. R. (2002). Does increasing women’s schooling raise the schooling of the next generation? American Economic Review, 92 (1), 323-34.
27. Behrman, J. R. and Taubman, P. (1986). Birth order, schooling and earnings. Journal of Labor Economics, 4, S121-45.
28. Bell, R. (1968). A reinterpretation of the direction of effects in studies of socialization. Psychological Review, 75, 81-95.
29. Bendell, D., Field, T., Yando, R., Lang, C., Martinez, A. and Pickens, J. (1994). ‘Depressed’ mothers’ perceptions of their preschool children’s vulnerability. Child Psychiatry and Human Development, 24, 3.
30. Berger, L. M., Hill, J. and Waldfogel, J. (2005). Maternity leave, early maternal employment and child health and development in the U.S. The Economic Journal, 115 (501), F29-47.
31. Berndt, T. J., Laychak, A. E. and Park, K. (1990). Friends’ influence on adolescents’ academic achievement motivation: an experimental study. Journal ofEducational Psychology, 82 (4), 664-70.
32. Bernstein, B. (1977). Class and pedagogies: visible and invisible. In J. Karabel and A. H. Halsey (eds), Power and Ideology in Education, Oxford: Oxford University Press.
33. Bernstein, B. (1990). The Structuring of Pedagogic Discourse: Class, Codes and Control. Vol. 4. London: Routledge.
34. Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research and Critique. London: The Falmer Press.
35. Berthoud, R. (2000). Family Formation in Multi-cultural Britain: Three Patterns of Diversity. No. ISER Working Paper 34. University of Essex.
36. Bianchi, S. M. (2000). Maternal employment and time with children: dramatic change or surprising continuity? Demography, 37 (4), 401-14.
37. Billings, J., Dixon, J., Mijanovich, T. and Wennberg, D. (2006). Case finding for patients at risk of readmission to hospital: development of algorithm to identify high risk patients. British Medical Journal, 333, 327.
38. Bingley, P., Christensen, K. and Walker, I. (2005). Twin-based Estimates of the Returns to Education: Evidence from the Population ofDanish Twins. Unpublished manuscript.
39. Bjorklund, A. and Sundstrom, M. (2002). Parental Separation and Children’s Educational Attainment: A Siblings Analysis on Swedish register Data. Bonn, Germany: IZA Discussion Paper No. 643, Institute for the Study of Labor.
40. Black, S. E., Devereux, P. J. and Salvanes, K. (2004). Fast Times at Ridgemont High? The Effects of Compulsory Schooling Laws on Teenage Births. Working Paper 10911, National Bureau of Economic Research.
41. Blackwell, L. and Bynner, J. (2002). Learning, Family Formation and Dissolution. Research Report 4. Institute of Education: the Centre for Research on the Wider Benefits of Learning.
42. Blake, J. (1981). Family Size and Achievement. Berkeley, CA: University of California Press.
43. Blakely, T., Atkinson, J., Kiro, C. and Blaiklock, A. D. S. A. (2003). Child mortality, socioeconomic position, and one-parent families: independent associations and variation by age and cause of death. International Journal of Epidemiology, 32 (3), 410-18.
44. Blanden, J. and Gregg, P. (2004). Family Income and Educational Attainment: A Review of Approaches and Evidence from the UK. Working Paper 04/101. Centre for Research and Market Organisation.
45. Blanden, J., Goodman, A., Gregg, P. and Machin, S. (2002). Changes in Intergenerational Mobility in Britain. Centre for the Economics of Education Discussion Paper No. 026, 2002.
46. Blanden, J., Gregg, P. and Machin, S. (2005). Social mobility in Britain: low and falling. CentrePiece, 10 (1). London School of Economics.
47. Blau, F. D. and Kahn, L. M. (2006). Changes in the Labour Supply Behaviour of Married Women: 1998-2000. IZA Discussion Paper No. 2180, 1-64.
48. Bloom, B. (1964). Stability and Change in Human Characteristics. New York: John Wiley.
49. Blossfeld, H. P. and Huinink, J. (1991). Human capital investments or norms of role transitions? How women’s schooling and career affect the process of family formation. The American Journal of Sociology, 97 (1), 143-68.
50. Blundell, R., Dearden, L., Meghir, C. and Sianesi, B. (1999). Human capital investment: the returns from education and training to the individual, the firm and the economy. Fiscal Studies, 20 (1), 1-3.
51. Blundell, R., Dearden, L., Goodman, A. and Reed, H. (2000). The returns to higher education in Britain: evidence from a British cohort. Economic Journal, 110, F82-99.
52. Blundell, R., Dearden, L., Meghir, C. and Sianesi, B. (2005). Evaluating the effect of education on earnings: models, methods and results from the National Child Development Survey. Journal of Royal Statistical Society Series A, 168 (3), 472-512.
53. Boggess, S. (1998). Family structure, economic status and educational attainment. Journal of Population Economics, 11, 205-22.
54. Bonell, C., Allen, E., Strange, V., Copas, A., Oakley, A., Stephenson, J. and Johnson, A. (2005). The effect of dislike of school on risk of teenage pregnancy: testing of hypothesis using longitudinal data from randomised trial of sex education. Journal of Epidemiology and Community Health, 59 (3), 223-30.
55. Bonjour, D., Cherkas, L., Haskel, J., Hawkes, D. and Spector, T. (2003). Returns to education: evidence from UK twins. American Economic Review, 93, 1799-812.
56. Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (ed.), Knowledge, Education and Social Change. London: Tavistock.
57. Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Cambridge, MA: Harvard University Press.
58. Bowlby, J. (1969). Attachment and Loss, (vol. 1: Attachment). New York: Basic Books.
59. Bowlby, J. (1973). Attachment and Loss, (vol. 2: Separation). New York: Basic Books.
60. Bowles, S., Gintis, H. and Osborne, M. (2001). The determinants of individual earnings: a behavioral approach. Journal of Economic Literature, XXXIX, December, 1136-76.
61. Bradley, R. H. (1993). Children’s home environments, health, behavior, and intervention efforts: a review using the HOME Inventory as a marker measure. Genetic Psychology Monographs, 119, 437-90.
62. Bradley, R. H. and Corwyn, R F. (2003). Age and ethnic variations in family process mediators of SES. In M. H. Bornstein and R H. Bradley (eds), Socioeconomic Status, Parenting, and Child Development. Mahwah, NJ: Lawrence Erlbaum Associates (pp. 161-88).
63. Bradley, R H., Corwyn, R. F., Burchinal, M., Pipes McAdoo, H. and García Coll, C. (2001). The home environments of children in the United States part II: relations with behavioral development through age thirteen. Child Development, 72, 1868-86.
64. Brenner, V. and Fox, R A. (1998). Parental discipline and behavior problems in young children. The Journal of Genetic Psychology, 159 (2), 251-6.
65. Bretherton, I. (1985). Attachment theory: retrospect and prospect. Monographs of the Society for Research in Child Development, 50 (1-2, serial no. 209).
66. Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.
67. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: research perspectives. Developmental Psychology, 22, 723-42.
68. Bronfenbrenner, U. and Crouter, N. (1983). The evolution of environmental models in developmental research. In W. Kessen (ed.), History, Theory, and Methods (vol. 1, pp. 357-414). New York: Wiley.
69. Brooks-Gunn, J., Duncan, G. J., Klebanov, P. K. and Sealand, N. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99 (2), 353-95.
70. Brooks-Gunn, J., Klebanov, P. K. and Liaw, F. (1995). The learning, physical, and emotional environment of the home in the context of poverty: the Infant Health Development Program. Children and Youth Services Review, 17 (1/2), 251-76.
71. Brooks-Gunn, J., Klebanov, P. K. and Duncan, G. J. (1996). Ethnic differences in children’s intelligence scores: roles of economic deprivation, home environment, and maternal characteristics. Child Development, 67, 396-408.
72. Brooks-Gunn, J., Duncan, G. J. and Maritato, N. (1997). Poor families, poor outcomes: the well-being of children and youth. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 1-17).
73. Brown, B. B. (1990). Peer groups and peer culture. In S. S. Feldman and G. R. Elliott (eds), At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press (pp. 171-96).
74. Burns, E. (2001). Battling through the system: a working class teacher in an innercity primary school. International Journal of Inclusive Education, 5 (1), 85-92.
75. Bus, A. G., van Ijzendoorn, M. H. and Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65 (1), 1-21.
76. Bynner, J. (2001). Childhood risks and protective factors in social exclusion. Children and Society, 15, 285-301.
77. Bynner, J. and Joshi, H. (2002). Equality and opportunity in education: evidence from the 1958 and 1970 birth cohort studies. Oxford Review of Education, 28 (4), 405-25.
78. Bynner, J. and Paxton, W. (2001). The Asset Effect. London: Institute for Public Policy Research.
79. Cairns, R. B. and Hood, K. E. (1983). Continuity and social development: a comparative perspective on individual difference prediction. In P. B. Baltes and O. G. Brim, Jr (eds), Life-span Development and Behavior (vol. 5). New York: Academic Press.
80. Caldwell, B. M. and Bradley, R. H. (1984). Home Observation for Measurement of the Environment. Little Rock, AR: University of Arkansas at Little Rock.
81. Campbell, K. E. and Lee, B. A. (1992). Sources of personal neighbor networks: social integration, need, or time? Social Forces, 70, 1077-100.
82. Card, D. (1999). The causal effects of education on earnings. In O. Ashenfelter and D. Card (eds), Handbook of Labor Economics. (vol. 3). Amsterdam: Elsevier (pp. 1801-63).
83. Carneiro, P. and Heckman, J. (2003). Human Capital Policy. National Bureau of Economic Research Working Paper 9495.
84. Case, A. C. and Katz, L. F. (1991). The Company you Keep: The Effects of Family and Neighborhood on Disadvantaged Youths. (Working Paper no. 3701). Cambridge, MA: National Bureau of Economic Research.
85. Chevalier, A. (2004). Parental Education and Child’s Education: A Natural Experiment. IZA DP no. 1153. Bonn: The Institute for the Study of Labor (IZA).
86. Chevalier, A. and Feinstein, L. (2006). Sheepskin or Prozac: The Causal Effect of Education on Mental Health (Discussion Paper). London: Centre for Research on the Wider Benefits of Learning.
87. Chevalier, A., Harmon, C., O’Sullivan, V. and Walker, I. (2005). The Impact of Parental Income and Education on the Schooling of their Children. IFS Working Paper WP05/05: 1-30.
88. Child Trends (2002). Charting Parenthood: A Statistical Portrait of Fathers and Mothers in America. Washington, DC: Child Trends.
89. Choo, E. and Siow, A. (2006). Who marries whom and why. Journal of Political Economy, 114 (1), 175-201.
90. Christian, K., Morrison, F. J. and Bryant, F. B. (1998). Predicting kindergarten academic skills: interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13, 501-21.
91. Clarke, A. D. B. and Clarke, A. M. (2000). Sleeper effects in development: fact or artefact. Developmental Review, 1, 344-60.
92. Clarke-Stewart, K. A. (1973). Interactions between mothers and their young children: characteristics and consequences. Monographs of the Society for Research in Child Development, 38 (6-7, Serial No. 153).
93. Cohn, T. F., Matias, R., Tronick, E. Z., Connell, D. and Lyons-Ruth, K. (1987). Face to face interactions of depressed mothers and their infants. In E. Z. Tronick and M. M. Field (eds), New Directions for Child Development. San Francisco, CA: Jossey-Bass.
94. Coie, J. D. and Dodge, K. A. (1998). Aggression and antisocial behaviour. In W. Damon (ed.), Handbook of Child Psychology, vol. 3: Social, Emotional, and Personality Development (5th edn). New York: Wiley (pp. 779-862).
95. Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
96. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D. and York, R L. (1966). Equality of Educational Opportunity. Washington: United States Office of Education.
97. Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M. and Bornstein, M. H. (2000). Contemporary research on parenting. American Psychologist, 55 (2), 218-32.
98. Conger, R D., Conger, K. J. and Elder, G. H. (1997). Family economic hardship and adolescent adjustment: mediating and moderating processes. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 288-310).
99. Conger, R D., McCarty, J. A., Yang, R K., Lahey, B. B. and Burgess, R L. (1984). Mother’s age as predictors of observed maternal behaviour in three independent samples of families. Journal of Marriage and the Family, 46 (2), 411-24.
100. Cook, T. D. and Murphy, R F. (1999). How Inner-city Children See their Family, School, Peers, and Neighbourhood: Developmental Change During the Transition to Adulthood. (Working Paper). Evanston, IL: Institute for Policy Research, Northwestern University.
101. Cook, T. D., Herman, M. R., Phillips, M. and Settersten, J. R.A. (2002). Some ways in which neighbourhoods, nuclear families, friendship groups, and school jointly affect changes in early adolescent development. Child Development, 73 (4), 1283-1309.
102. Cooksey, E. C. (1997). Consequences of young mothers’ marital histories for children’s cognitive development. Journal of Marriage and the Family, 59, 245-62.
103. Corman, H. and Grossman, M. (1985). Determinants of neonatal mortality rates in the US. Journal of Health Economics, 4, 213-36.
104. Côté, J. E. and Levine, C. G. (2002). Identity, Formation, Agency and Culture. London: Lawrence Erlbaum.
105. Covington, M. V. (1992). Making the Grade: A Self-worth Perspective on Motivation and School Reform. New York: Cambridge University Press.
106. Crane, J. (1991). The epidemic theory of ghettos and neighborhood effects on dropping out and teenage childbearing. American Journal of Sociology, 96, 1126-59.
107. Cummings, E. M. and Davies, P. T. (1994). Maternal depression and child development. Journal of Child Psychology and Psychiatry, 35, 73-112.
108. Cunha, F., Heckman, J., Lochner L. and Masterov, D. (2006). Interpreting the evidence on life cycle skill formation. In E. Hanushek and F. Welch (eds), Handbook of the Economics of Education. Amsterdam: Elsevier.
109. Currie, J. and Moretti, E. (2002). Mothers’ Education and Intergenerational Transmission of Human Capital: Evidence from College Openings and Longitudinal Data. (Working Paper 9360). National Bureau of Economic Research.
110. Dale, A. and Egerton, M. (1997). Highly Educated Women: Evidence from the NCDS. (Research Studies Series RS25). London: Department for Education and Employment.
111. D’Amico, R J., Haurin, R J. and Mott, F. L. (1983). The effects of mothers’ employment on adolescent and early outcomes of young men and women. In C. D. Hayes and S. B. Kamerman (eds), Children of Working Parents: Experiences and Outcomes. Washington, DC: National Academy Press (pp. 130-219).
112. Danziger, S. and Waldfogel, J. (2000). Securing the Future: Investing in Children from Birth to College. New York: Russell Sage Foundation.
113. Davis, H., Peronaci, R. and Joshi, H. (1996). Female Labour Force Participation in Britain, 1980 v 1994. Paper presented at the ESPE tenth anniversary meeting (June 1996).
114. Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19 (2), 294-304.
115. Davis-Kean, P. E. and Sexton, H. R. (2007). Race Differences in Parental Influence on Child Achievement: Multiple Pathways to Success. Paper presented at the Society for Research in Child Development. Boston, MA (March 2007).
116. Day, R., Peterson, G. and McCracken, C. (1998). Predicting spanking of younger and older children by mothers and fathers. Journal of Marriage and the Family, 60, 79-94.
117. Dearden, L. (1999). The effects of families and ability on men’s education and earnings in Britain. Labour Economics, 6, 551-67.
118. Dearden, L., McIntosh, S., Vignoles, A. and Myck, M. (2002). The returns to academic and vocational qualifications in the UK. Bulletin of Economic Research, 54 (3), 249-74.
119. DeLeire, T. and Kalil, A. (2002). Good things come in threes: single parents, multigenerational family structure and adolescent adjustment. Demography, 39 (2), 393-412.
120. Dench, S. and Regan, J. (1999). Learning in Later Life: Motivation and Impact. The Institute for Employment Studies Report.
121. Department for Education and Skills (DfES). (2003). 21st Century Skills: Realising our Potential Individuals, Employers, Nation. Cm. 5810. London: HMSO.
122. Department for Education and Skills (DfES). (2005). Higher Standards, Better Schools for All - More Choice for Parents and Pupils. London: HMSO.
123. Department for Education and Skills (DfES). (2005a). Children’s Workforce Strategy. London: HMSO.
124. Department for Education and Skills (DfES). (2007). 2020 Vision. Report of the Teaching and Learning in 2020 Review Group. London: HMSO.
125. Desforges, C. and Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. (Research Report 433). London: DfES.
126. De Tray, D. (1973). Child quality and the demand for children. Journal of Political Economy, 81 (2). S70-95.
127. Diaz, R., Neal, C. J. and Vachio, A. (1991). Maternal teaching in the zone of proximal development: a comparison of low and high risk dyads. Merrill-Palmer Quarterly, 37 (1), 83-108.
128. Dodge, K. A. (2006). Translational science in action: hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18, 791-814.
129. Douglas, J. W. B. (1964). The Home and the School. London: MacGibbon and Kee.
130. Downey, G. and Coyne, J. C. (1990). Children of depressed parents: an integrative review. Psychological Bulletin, 108, 150-76.
131. Duncan, G. J. (1994). Families and neighbors as sources of disadvantage in the schooling decisions of White and Black adolescents. American Journal of Education, 103, 20-53.
132. Duncan, G. J. and Brooks-Gunn, J. (1997). Consequences of Growing Up Poor. New York: Russell-Sage Foundation.
133. Duncan, G. J., Brooks-Gunn, J. and Klebanov, P. K. (1994). Economic deprivation and early-childhood development. Child Development, 65 (2), 296-318.
134. Duncan, G. J., Huston, A. and Weisner, T. (2007). Higher Ground: New Hope for the Working Poor and their Children. New York: Russell Sage Foundation.
135. Duncan, O. D. (1961). A socioeconomic index for all occupations. In A. J. Reiss (ed.), Occupations and Social Status. New York: The Free Press (pp. 109-61).
136. Dunn, J., Wooding, C. and Herman, J. (1977). Mothers’ speech to young children: variation in context. Developmental Medicine and Child Neurology, 19, 629-38.
137. Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self perceptions, and activity choices. In R Dienstbier and J. E. Jacobs (eds), Developmental Perspectives on Motivation (vol. 40). Lincoln: University of Nebraska Press (pp. 145-208).
138. Eccles, J. S. (2005). Influences of parents’ education on their children’s educational attainments: the role of parent and child perceptions. London Review ofEducation, 3 (3), 191-204.
139. Eccles, J. S. and Gootman, J. (2002). Communities and Youth: Investing In Our Future. Washington, DC: National Academy Press.
140. Eccles, J. S. and Harold, R D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth and J. F. Dunn (eds), Family School Links: How Do They Affect Educational Outcomes? Mahwah, NJ: Erlbaum (pp. 3-34).
141. Eccles Parsons, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L. and Midgley, C. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (ed.), Achievement and Achievement Motivation. San Francisco, CA: Freeman (pp. 75-146).
142. Eccles, J. S., Jacobs, J., Harold-Goldsmith, R., Jayaratne, T. E. and Yee, D. (1989a). The Relations Between Parents’ Category-based and Target-based Beliefs: Gender Roles and Biological Influences. Paper presented at the SRCD, Kansas City (April 1989).
143. Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D. and Yee, D. (1989b). Self-concepts, domain values, and self-esteem: relations and changes at early adolescence. Journal of Personality, 57, 283-310.
144. Eccles, J. S., Jacobs, J., Harold, R., Yoon, K. S., Aberton, A. and Freedman-Doan, C. (1991). Parents and gender-role socialisation. In S. Oshkamp (ed.), Gender and Social Psychology. Beverly Hills, CA: Sage.
145. Eccles, J. S., Furstenberg, F., McCarthy, K. A. and Lord, S. E. (1992). How Parents Respond to Risk and Opportunity. Paper presented at the Biennial Meeting of the Society for Research on Adolescences, Washington, DC.
146. Eccles, J. S., Jacobs, J. E., Harold, R D, Yoon, K. S., Arbreton, A. and Freedman-Doan, C. (1993a). Parents and Gender-role Socialization during the Middle Childhood and Adolescent Years. Gender issues in contemporary society. Newbury Park: Sage.
147. Eccles, J. S., Wigfield, A., Harold, R D. and Blumenfeld, P. (1993b). Ontogeny of children’s self-perceptions and subjective task values across activity domains during the early elementary school years. Child Development, 64, 830-47.
148. Eccles, J. S., Wigfield, A. and Schiefele, U. (1997). Motivation to succeed. In N. Eisenberg (ed.), Handbook of Child Psychology (vol. 3, 5th edn). New York: Wiley (pp. 1077-95).
149. Edwards, L. N. and Grossman, M. (1982). Income and race differences in children’s health in the mid 1960s. Medical Care, 20 (9), 915-30.
150. Egeland, B., Pianta, R and O’Brien, M. A. (1993). Maternal intrusiveness in infancy and child maladaptation in early school years. Development and Psychopathology, 5, 359-70.
151. Elder, G. H. J. and Ardelt, M. (1992). Families Adapting to Economic Pressure: Some Consequences for Parents and Adolescents. Paper presented at the Biennial meeting of the Society for Research on Adolescence. Washington, DC (March 1992).
152. Elder, G. H. J., Pavalko, E. K. and Hasting, T. H. (1991). Talent, history and the fulfilment of promise. Psychiatry, 54, 251-67.
153. Elder, G. H. J., Eccles, J. S., Ardelt, M. and Lord, S. (1995). Inner-city parents under economic pressure: perspectives on the strategies of parenting. Journal of Marriage and the Family, 57, 771-84.
154. Entwisle, D. R and Hayduk, L. A. (1978). Too Great Expectations: The Academic Outlook of Young Children. Baltimore, MD: John Hopkins University Press.
155. Epstein, J. L. and Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (ed.), Handbook of Parenting: Practical Issues in Parenting (vol. 5). Mahwah, NJ: Erlbaum (pp. 407-37).
156. Ermisch, J. F. and Francesconi, M. (2000). The increasing complexity of family relations: lifetime experience of lone motherhood and stepfamilies in Great Britain. European Journal of Population, 16, 235-49.
157. Ermisch, J. F. and Francesconi, M. (2001). Family structure and children’s achievements. Journal of Population Economics, 14, 249-70.
158. Ermisch, J. F. and Pevalin, D. J. (2003). Who Has a Child as a Teenager? ISER Working Paper 2003-30. Institute for Social and Economic Research, University of Essex.
159. Estrada, P., Arsenio, W. F., Hess, R D. and Holloway, S. D. (1987). Affective quality of the mother-child relationship: longitudinal consequences for children’s school relevant cognitive functioning. Developmental Psychology, 23, 210-15.
160. Evans, G. W. and English, K. (2002). The environment of poverty: multiple stressor exposure, psychophysical stress, and socioemotional adjustment. Child Development, 73 (4), 1238-48.
161. Evans, W. N., Oates, W. E. and Schwab, R M. (1993). Measuring peer group effects: a study of teenage behavior. Journal of Political Economy, 100, 966-91.
162. Fagot, B. I. and Gauvain, M. (1997). Mother-child problem solving: continuity through the early childhood years. Developmental Psychology, 33, 480-8.
163. Fan, X. (2001). Parental involvement and students’ academic achievement: a growth model analysis. The Journal of Experimental Education, 70 (1), 27-61.
164. Feinstein, L. (2002). Quantitative estimates of the social benefits of learning, 2: health (depression and obesity). Research Report, No. 6. London: Centre for Research on the Wider Benefits of Learning.
165. Feinstein, L. (2003). Inequality in the early cognitive development of British children in the 1970 Cohort. Economica, 73-98.
166. Feinstein, L. and Bynner, J. (2003). The Benefits of Assets in Childhood as Protection Against Adult Social Exclusion: The Relative Effects of Financial, Human, Social and Psychological Assets. Note to HM Treasury.
167. Feinstein, L. and Duckworth, K. (2006). Are There Effects of Mothers’ post-16 Education on the Next Generation ? Effects on Children’s Development and Mothers’ Parenting. Research Report, No. 19. London: Centre for Research on the Wider Benefits of Learning.
168. Feinstein, L. and Sabates, R. (2006). Predicting Adult Life Outcomes from Earlier Signals: Identifying Those at Risk. Report for the Prime Minister’s Strategy Unit. WBL discussion paper, Institute of Education.
169. Feinstein, L. and Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51, 300-21.
170. Feinstein, L., Robertson, D. and Symons, J. (1999). Pre-school education and attainment in the NCDS and the BCS. Education Economics, 7 (3), 209-34.
171. Feinstein, L., Bynner, J. and Duckworth, K. (2006). Young people’s leisure contexts and their relation to adult outcomes. Journal of Youth Studies, 9 (3), 305-27.
172. Ferri, E. and Smith, K. (2003). Family life. In E. Ferri, J. Bynner and M. Wadsworth (eds), Changing Britain, Changing Lives: Three Generations at the Turn of the Century. London: Institute of Education, University of London.
173. Ferri, E., Bynner, J. and Wadsworth, M. (eds) (2003). Changing Britain, Changing Lives: Three Generations at the Turn of the Century. London: Institute of Education, University of London.
174. Field, T., Morrow, C. and Adlestein, D. (1993). ‘Depressed’ mothers’ perceptions of infant behaviour. Infant Behaviour and Development, 16, 99-108.
175. Finnas, F. (1996). Separations among Finnish women born between 1938-1967. Yearbook of Population Research in Finland, 33, 21-33.
176. Foster, P., Gomm, R. and Hammersley, M. (1996). Constructing Educational Equality. London: The Falmer Press.
177. Fox, R., Platz, D. and Bentley, K. (1995). Maternal factors related to parenting practices, developmental expectations, and perceptions of child behavior problems. Journal of Genetic Psychology, 156 (4), 431-41.
178. Fraser, B. J. and Fisher, D. L. (1982). Predicting students’ outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 498-518.
179. Fredricks, J. A. and Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence. Developmental Psychology, 38 (4), 519-33.
180. Frey, B. S. and Stutzer, A. (2002). Happiness and Economics. Princeton, NJ, and Oxford: Princeton University Press.
181. Furstenberg, F. F. (1992). Adapting to Difficult Environments: Neighbourhood Characteristics and Family Strategies. Paper presented at the Biennial Meeting of the Society for Research on Adolescences, Washington, DC.
182. Furstenburg, F. F., Brooks-Gunn, J. and Morgan, S. P. (1987). Adolescent mothers and their children in later life. Family Planning Perspectives, 19 (4), 142-51.
183. Furstenberg, F. F., Brooks-Gunn, J. and Chase-Lansdale, P. L. (1989). Teenage pregnancy and childbearing. American Psychologist, 44 (2), 313-20.
184. Furstenburg, F. F., Cook, T. D., Eccles, J. S., Elder, G. H. and Sameroff, A. (1999). Managing to Make It: Urban Families and Adolescent Success. Chicago, IL: University of Chicago Press.
185. Galindo-Rueda, F. (2003). The Intergenerational Effect of Parental Schooling: Evidence from the 1947 School Leaving Age Reform. Unpublished manuscript.
186. Ganzach, Y. (2000). Parents’ education, cognitive ability, educational expectations and educational attainment: interactive effects. British Journal of Educational Psychology, 70, 419-41.
187. Garmezy, N. (1985). Risk and protective factors in the development of psycho pathology. In J. E. Stevenson (ed.), Recent Research in Developmental Psychopathology. Cambridge: Cambridge University Press.
188. Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 416-60.
189. Garmezy, N. (1993). Developmental psychopathology: some historical and current perspectives. In D. Magnusson and P. Caeser (eds), In Longitudinal Research on Individual Development: Present Status and Future Perspectives. Cambridge: Cambridge University Press.
190. Garner, C. L. and Raudenbush, S. W. (1991). Neighbourhood effect on educational attainment: a multilevel analysis. Sociology of Education, 64, 251-62.
191. Gayle, V., Berridge, D. and Davis, R (2002). Young people’s entry into higher education: quantifying influential factors. Oxford Review of Education, 28 (1), 5-20.
192. Geronimus, A. T., Korenman, S. and Hillemeier, M. M. (1994). Does young maternal age adversely affect child development? Evidence from cousin comparisons in the United States. Population and Development Review, 20 (3), 585-609.
193. Gewirtz, S., Ball, S. and Bowe, R (1995). Markets, Choice and Equity in Education. Buckingham: Open University Press.
194. Gibbons, S. A. (2002). Empirical Essays in the Economics of Neighbourhoods and Education. University College London, Ph.D. Dissertation.
195. Gibbons, S. A. and Machin, S. (2003). Valuing English primary schools. Journal of Urban Economics, 53 (2), 197-219.
196. Gibbons, S. A. and Telhaj, S. (2006). Peer Effects and Pupil Attainment: Evidence from Secondary School Transition. London: Centre for the Economics of Education.
197. Ginther, D. K. and Pollak, R A. (2004). Family structure and children’s educational outcomes: blended families, stylized facts, and descriptive regressions. Demography, 41 (4), 671-96.
198. Goldman, R (2005). Fathers’ Involvement in their Children’s Education: A Review of Research and Practice. London: National Family and Parenting Institute.
199. Goldsmith, A., Veum, J. and Darity, W. (1997). The impact of psychological and human capital on wages. Economic Inquiry, 35 (4), 815-29.
200. Goodenow, C. (1993). Classroom belonging among early adolescents students: relationships to motivation and achievement. Journal of Early Adolescence, 13 (1), 21-43.
201. Goodman, S. H. and Brumley, H. E. (1990). Schizophrenic and depressed mothers: relational deficits in parenting. Developmental Psychology, 26, 31-9.
202. Goodnow, J. J. and Collins, W. A. (1990). Development According to Parents: The Nature, Sources, and Consequences of Parents’ Ideas. London: Erlbaum.
203. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-38.
204. Gottfried, A. E., Fleming, J. S. and Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children’s academic intrinsic motivation: a longitudinal study. Child Development, 69 (5), 1448-60.
205. Gottfried, A. W. and Gottfried, A. E. (1984). Home environment and cognitive development in young children of middle-socioeconomic-status families. In A. W. Gottfried (ed.), Home Environment and Early Cognitive Development: Longitudinal Research. New York: Academic Press (pp. 57-115).
206. Gottfried, A. W., Gottfried, A. E., Bathurst, K. and Guerin, D. W. (1994). Gifted IQ: Early Developmental Aspects. New York: Plenum.
207. Gottfried, A. W., Gottfried, A. E., Bathurst, K., Guerin, D. W. and Parramore, M. M. (2003). Socioeconomic status in children’s development and family environment: infancy through adolescence. In M. H. Bornstein and R. H. Bradley (eds), Socioeconomic Status, Parenting, and Child Development. Mahwah, NJ: Lawrence Erlbaum Associates (pp. 189-208).
208. Gottlieb, G. (1983). The psychobiological approach to developmental issues. In M. M. Haith and J. J. Campos (eds), Handbook of Child Psychology: Infancy and Biological Bases (vol. 2). New York: Wiley (pp. 1-26).
209. Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5-39.
210. Gregg, P. and Machin, S. (2000). The relationship between childhood experiences, subsequent educational attainment and adult labour market performance. In K. Vleminckx and T. Smeeding (eds), Child Well Being in Modern Nations: What Do We Know? Bristol: Policy Press.
211. Gregg, P. and Washbrook, E. (2003). The Effects of Early Maternal Employment on Child Development in the UK. CMPO Working Paper, Series No. 03/070.
212. Gregg, P., Washbrook, E., Propper, C. and Burgess, S. (2005). The effects of a mother’s return to work decision on child development in the UK. The Economic Journal, 115 (501), F48-80.
213. Grossman, M. and Joyce, T. (1990). Unobservables, pregnancy resolutions, and birth weight production functions in New York City. Journal of Political Economy, 98 (5), 983-1007.
214. Guo, G. and Harris, K. M. (2000). The mechanisms mediating the effects of poverty on children’s intellectual development. Demography, 37 (4), 431-7.
215. Gutman, L. M., Sameroff, A. and Eccles, J. S. (2002). The academic achievement of African-American students during early adolescence: an examination of multiple risk, promotive and protective factors. American Journal of Community Psychology, 39, 367-99.
216. HM Government (2003). Every Child Matters. CM 5860. London: HMSO.
217. HM Government. (2005). Higher Standards, Better Schools for All. More Choice for Parents and Pupils. CM 6677. London: HMSO.
218. HM Government (2006). Reaching Out: An Action Plan on Social Exclusion. London: HMSO.
219. Halle, T. G., Kurtz-Costes, B. and Mahoney, J. L. (1997). Family influences on school achievement in low-income African-American children. Journal of Educational Psychology, 89, 527-37.
220. Hammond, C. (2002). ‘Learning to be Healthy’. The Wider Benefits of Learning Papers, no. 3. London: Institute of Education.
221. Hammond, C. (2003). How education makes us healthy. London Review of Education, 1 (1), 61-78.
222. Han, W., Waldfogel, J. and Brooks-Gunn, J. (2001). The effects of early maternal employment on later cognitive and behavioural outcomes. Journal of Marriage and the Family, 63, 336-54.
223. Handler, J. F., Berlin, G. L., Cook, T. D., Crim, A. A., Dornbusch, S. M., Dryfoos, J. G., Fernandez, A. R. M., Freeman, R. M., Hagan, J., Irwin, C. E. Jnr, Jessor, R., Johnson-Powell, G., Shirley, A., Starfield, B. and Street, L. (1995). Losing Generations: Adolescents in High-Risk Settings. Washington, DC: National Academy of Science Press.
224. Hanson, T. L., McLanahan, S. and Thomson, E. (1997). Economic resources, parental practices, and children’s well-being. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Being Poor. New York: Russell Sage Foundation (pp. 190-238).
225. Hanushek, E. A. (1992). Trade-off between child quantity and quality. The Journal of Political Economy, 100 (1), 84-117.
226. Harris, Y. R, Terrel, D. and Allen, G. (1999). The influence of education context and beliefs on the teaching behavior of African-American mothers. Journal of Black Psychology, 25, 490-503.
227. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
228. Hartog, J. and Osterbeek, H. (1998). Health, wealth, and happiness: why pursue a higher education? Economics of Education Review, 17, 245-56.
229. Hauser, R and Sewell, W. H. (1983). Birth Order and Educational Attainment in Full Sibships. Working paper no. 83-31. Madison, WI: University of Wisconsin-Madison.
230. Haveman, R and Wolfe, B. (1995). The determinants of children’s attainments: a review of methods and findings. Journal of Economic Literature, 23, 1829-78.
231. Haveman, R., Wolfe, B. and Wilson, K. (1997). Childhood poverty and adolescent schooling and fertility outcomes: reduced-form and structural estimates. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 419-60).
232. Healy, T. and Côté S. (2001). The Well-Being of Nations: The Role of Human and Social Capital. Paris: Organisation for Economic Cooperation and Development.
233. Heckman, J. (2005). Lessons from the Technology of Skill Formation: National Bureau of Economic Research. Working Papers 11142.
234. Heckman, J. and Rubinstein, Y., (2001). The Importance of Noncognitive Skills: Lessons from the GED Testing Program. American Economic Review, 91 (2).
235. Heckman, J. and Vytlacil, E. (2001). Identifying the role of cognitive ability in explaining the level of and change in the return to schooling. The Review of Economics and Statistics, 83 (1), 1-12.
236. Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Academic Press.
237. Helliwell, J. F. (2002). How’s Life? Combining Individual and National Variables to Explain Subjective Well-being. Working Paper 9065. National Bureau of Economic Research.
238. Hess, R and Holloway, S. D. (1984). Family and school as educational institutions. In R D. Parke (ed.), Review of Child Development Research (vol. 7: The Family). Chicago, IL: University of Chicago Press (pp. 179-222).
239. Hess, R and Shipman, V. (1965). Early experiences and the socialization of cognitive models in children. Child Development, 34, 869-86.
240. Hiebert, E. H. and Adams, C. S. (1987). Fathers’ and mothers’ perceptions of their preschool children’s emergent literacy. Journal of Experimental Child Psychology, 44, 25-37.
241. Hill, M. S., Yeung, W. and Duncan, G. J. (2001). Childhood family structure and young adult behaviours. Journal of Population Economics, 14, 271-99.
242. Hill, N. E. (2001). Parenting and academic socialization as they relate to school readiness: the roles of ethnicity and family income. Journal of Educational Psychology, 93, 686-97.
243. Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E. and Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. Child Development, 75 (5), 1491-509.
244. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-55.
245. Hipwell, A., Goossens, F., Melhuish, E. and Kumar, R. (2000). Severe maternal psychopathology and infant-mother attachment. Development and Psychopathology, 12, 157-75.
246. Hobcraft, J. (1998). Intergenerational and Life-course Transmission of Social Exclusion: Influences of Childhood Poverty, Family Disruption, and Contact with the Police. CASE Paper 15. London: Centre for Analysis of Social Exclusion, London School of Economics.
247. Hobcraft, J. (2000). The Roles of Schooling and Educational Qualifications in the Emergence of Adult Social Exclusion. CASE Paper 43. London: Centre for Analysis of Social Exclusion, London School of Economics.
248. Hobcraft, J. (2003). Continuity and Change in Pathways to Young Adult Disadvantage: Results from a British Birth Cohort. CASE Paper 66. London: Centre for Analysis of Social Exclusion, London School of Economics.
249. Hobcraft, J. and Kiernan, K. (1999). Child Poverty, Early Motherhood and Adult Social Exclusion. CASE Paper 28. London: Centre for Analysis of Social Exclusion, London School of Economics.
250. Hoem, J. M. (1997). Educational gradients in divorce and risks in Sweden in recent decades. Population Studies, 51 (1), 19-27.
251. Hoff, E. (2003a). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein and R. H. Bradley (eds), Socioeconomic Status, Parenting, and Child Development. Mahwah, NJ: Lawrence Erlbaum Associates.
252. Hoff, E. (2003b). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74 (5), 1368-78.
253. Hofferth, S. L., Davis-Kean, P. E., Davis, J. and Finkelstein, J. (1998). Child Development Supplement to the Panel Study ofIncome Dynamics: 1997 User Guide. Ann Arbor, MI: University of Michigan, Institute of Social Research.
254. Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62, 782-96.
255. Hoff-Ginsberg, E. (1992). How should frequency input be measured? First Language, 12, 233-45.
256. Hoff-Ginsberg, E. (1998). The relation between birth order and socioeconomic status to children’s language experience and language development. Applied Psycholinguistics, 19, 603-29.
257. Holden, G. W. and Miller, P. C. (1999). Enduring and different: a meta-analysis of the similarity in parents’ child rearing. Psychological Bulletin, 125 (2), 223-54.
258. Holmlund, H., Lindahl, M. and Plug, E. (2006). Estimating Intergenerational Schooling Effects: A Comparison of Methods. Paper presented at the Second Network Workshop of the RTN ‘Economics of Education and Education Policy in Europe’, Uppsala (October 2005).
259. Hossain, Z., Field, T., Pickens, J. and Gonzalez, J. (1995). Infants of ‘depressed’ mothers interact better with their nondepressed fathers. Manuscript submitted for review.
260. Howes, C. (1990). Can the age of entry into child-care and the quality of child-care predict adjustment in kindergarten? Developmental Psychology, 26 (2), 292-303.
261. Hubbs-Tait, L., McDonald Culp, A., Culp, R. E. and Miller, C. E. (2002). Relation of maternal cognitive stimulation, emotional support, and intrusive behaviour during Head Start to children’s kindergarten cognitive abilities. Child Development, 73 (1), 110-31.
262. Hungerford, T. and Solon, G. 1987. Sheepskin effects in the returns to education. Review of Economics and Statistics, 69 (1), 175-7.
263. Hunt, J. M. and Paraskevopoulos, J. (1980). Children’s psychological development as a function of the inaccuracy of their mothers’ knowledge of their abilities. Journal of Genetic Psychology, 136, 285-98.
264. Iacovou, M. (2001). Family Composition and Children’s Educational Outcomes. Institute for Social and Economic Research Working Paper 01-12. Colchester: University of Essex.
265. Imbens, G. and Angrist, J. (1994). Identification and estimation of local average treatment effects. Econometrica, 62, 467-75.
266. Ireson, J. and Hallam, S. (2001). Ability Grouping in Education. London: Paul Chapman Publishing.
267. Isacsson, G. (2004). Estimating the economic returns to educational levels using data on twins. Journal of Applied Econometrics, 19, 99-119.
268. Jackson, A. P., Brooks-Gunn, J., Huang, C. and Glassman, M. (2000). Single mothers in low-wage jobs: financial strain, parenting, and preschoolers’ outcomes. Child Development, 71, 1409-23.
269. Jacobs, J. and Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63 (6), 932-44.
270. Jacobvitz, D. and Sroufe, L. A. (1987). The early caregiver-child relationship: attention-deficit disorder and hyperactivity in kindergarten: a prospective study. Child Development, 58, 1488-95.
271. Jalovaara, M. (2003). The joint effects of marriage partners’ socioeconomic positions on the risk of divorce. Demography, 40 (1), 67-81.
272. Jencks, C. and Mayer, S. (1990). The social consequences of growing up in a poor neighbourhood. In M. G. H. McGeary and E. L. Lawrence (eds), Inner City Poverty in the United States. Washington, DC: National Academic Press (pp. 111-86).
273. Jencks, C., Bartlett, S., Corcoran, M., Crouse, J., Eaglesfield, D., Jackson, G. Who Gets Ahead ? The Determinants of Economic Success in America. New York: Basic Books.
274. Jodl, K. M., Michael, A., Malanchuk, O., Eccles, J. S. and Sameroff, A. (2001). Parents’ roles in shaping early adolescents’ occupational aspirations. Child Development, 72 (4), 1247-65.
275. Joshi, H. (2000). Production, Reproductions and Education: Women Children and Work in Contemporary Britain. London: Institute of Education, University of London Press.
276. Joshi, H. and Verropoulou, G. (2000). Maternal Employment and Child Outcomes. Occasional Paper. London: The Smith Institute.
277. Joshi, H., Cooksey, E. C., Wiggins, R D., McCulloch, A., Verropoulou, G. and Clarke, L. (1999). Diverse family living situations and child development: a multilevel analysis comparing longitudinal evidence from Britain and the United States. International Journal of Law, Policy and the Family, 13, 292-314.
278. Kiernan, K. (1997). The Legacy of Parental Divorce: Social, Economic and Demographic Experiences in Adulthood. London: London School of Economics.
279. Kiernan, K. and Mueller, G. (1998). The Divorced and Who Divorces? CASE Paper 7. London: Centre for Analysis of Social Exclusion, London School of Economics.
280. Kinderman, T. A. (1993). Natural peer groups as contexts for individual development: the case of children’s motivation in school. Developmental Psychology, 29 (6), 970-7.
281. Klebanov, P. K., Brooks-Gunn, J. and Duncan, G. J. (1994). Does neighborhood and family poverty affect mothers’ parenting, mental health, and social support? Journal of Marriage and the Family, 56 (2), 441-55.
282. Kohl, G. O., Lengua, L. J. and McMahon, R J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501-23.
283. Kohn, M. L. (1977). Class and Conformity: A Study in Values (2nd edn). Chicago, IL: Chicago University Press.
284. Kubzansky, L. D., Kawachi, I. and Sparrow, D. (1999). Socioeconomic status, hostility, and risk factor clustering in the normative ageing study: any help from the concept of allostatic load? The Society of Behavioural Medicine, 21 (4), 330-8.
285. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment? Child Development, 61, 1081-100.
286. Laosa, L. (1980). Maternal teaching strategies in Chicano and Anglo-American families: the influence of culture and education on maternal behavior. Child Development, 51, 759-65.
287. Le Grand, J. (2006). Equality and choice in public services. Social Research: An International Quarterly of Social Sciences, 73 (2), 695-710.
288. Lempers, J. D., Clark-Lempers, D. and Simons, R L. (1989). Economic hardship, parenting, and distress in adolescence. Child Development, 60, 25-39.
289. Lerner, R M. (1986). Concept and Theories of Human Development (2nd edn). New York: Random House.
290. Lerner, R M. (1998). Theories of Human Development: Contemporary Perspectives. Handbook of Child Psychology (vol 1). New York: Wiley.
291. Leventhal, T. and Brooks-Gunn, J. (2000). The neighbourhoods they live in: the effects of neighbourhoods residence upon child and adolescent outcomes. Psychological Bulletin, 126 (2), 309-37.
292. Levy, D. M. (1943). Maternal Overprotection. New York: Columbia University Press.
293. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-41.
294. Loury, L. D. (2006). All in the extended family: effects of grandparents, aunts and uncles on educational attainment. The American Economic Review - Papers and Proceedings, 96 (2), 275-9.
295. Luster, T. and Dubow, E. (1990). Predictors of the quality of the home environment that adolescent mothers provide for their school-aged children. Journal of Youth and Adolescence, 19 (5), 475-94.
296. Lyons-Ruth, K., Zoll, D., Connell, D. and Grunebaum, H. U. (1986). The depressed mother and her one-year-old infant: environment, interaction, attachment and infant development. In E. Z. Tronick and T. Field (eds), Maternal Depression and Infant Disturbance: New Directions for Child Development (vol. 34). San Francisco, CA: Jossey-Bass (pp. 61-82).
297. Ma, X. (2001). Participation in advanced mathematics: do expectation and influence of students, peers, teachers, and parents matter? Contemporary Educational Psychology, 26, 132-46.
298. Maccoby, E. E. and Martin, J. A. (1983). Socialization in the context of the family: parent-child interaction. In P. H. Mussen (ed.), Handbook of Child Psychology. New York: Wiley (pp. 1-101).
299. McCulloch, A. and Joshi, H. (1999). Child Development and Family Resources: An Exploration of Evidence from the Second Generation of the 1958 Birth Cohort. Institute for Social and Economic Research Working Paper 99-15. Colchester: University of Essex.
300. McGroder, S. M. (2000). Parenting among low-income, African-American single mothers with pre-school age children: patterns, predictors, and developmental correlates. Child Development, 71 (3), 752-71.
301. McLanahan, S. (1997). Parent absence or poverty: which matters more? In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 35-48).
302. McLanahan, S. and Bumpass, L. (1988). Intergenerational consequences of marital disruption. American Journal of Sociology, 94 (1), 130-52.
303. McLoyd, V. (1990). The impact of economic hardship on black families and development: psychological distress, parenting, and socioemotional development. Child Development, 61 (2), 311-46.
304. McLoyd, V. and Wilson, L. (1991). The strain of living poor: parenting, social support, and child mental health. In A. C. Huston (ed.), Children in Poverty. Canada: Cambridge University Press (pp. 105-35).
305. McLoyd, V., Jayaratne, T. E., Ceballo, R. and Borquez, J. (1994). Unemployment and work interruption among African-American single mothers: effects on parenting and adolescent socioemotional functioning. Child Development, 65, 562-89.
306. Magnuson, K. (2003). The Effect of Increases in Welfare Mothers’ Education on their Young Children’s Academic and Behavioral Outcomes: Evidence from the National Evaluation of Welfare-to-Work Strategies Child Outcomes Study. Institute for Research on Poverty. Discussion Paper No. 1274-03. Madison, WI: University of Wisconsin.
307. Magnuson, K. and Duncan, G. J. (2004). Parent- vs. child-based intervention strategies for promoting children’s wellbeing. In A. Kalil and T. DeLeire (eds), Family Investments in Children’s Potential: Resources and Parenting Behaviors that Promote Success. Mahwah, NJ: Lawrence Erlbaum Associates.
308. Magnusson, D. and Stattin, H. (1998). Person-context interaction theories. In W. Damon and R. M. Lerner (eds), Handbook of Child Psychology (vol. 1: Theoretical Models of Human Development, 5th edn). New York: Wiley (pp. 685-759).
309. Majumder, A. K., May, M. and Pant, P. D. (1997). Infant and child mortality determinants in Bangladesh: are they changing? Journal of Biosocial Science, 29, 385-99.
310. Makosky, V. P. (1982). Sources of stress: events or conditions? In D. Belle (ed.), Lives in Stress: Women and Depression. Beverly Hills, CA: Sage.
311. Manlove, J. (1997). Early motherhood in an intergenerational perspective: the experiences of a British cohort. Journal of Marriage and the Family, 59, 263-79.
312. Manski, C. F., Sandefur, G. D., McLanahan, S. and Powers, D. (1992). Alternative estimates of the effects of family structure during adolescence on high school graduation. Journal of American Statistical Association, 87 (417), 25-37.
313. Margo, J. and Dixon, M. (2006). Freedom’s Orphans: Raising Youth in a Changing World. London: Institute of Public Policy Research.
314. Maqoribanks, K. (1988). Perceptions of family environments, educational and occupational outcomes: social-status differences. Perceptual and Motor Skills, 66, 3-9.
315. Marmot, M., Smith, G., Stansfeld, S., Patel, C., North, F., Head, J., White, I., Brunner, E. and Feeney, A. (1991). Health inequalities among British civil servants: The Whitehall II study. Lancet, 337 (8754), 1387-93.
316. Martin, S. P. and Parashar, S. (2006). Women’s changing attitudes towards divorce, 1974-2002: evidence from an educational cross-over. Journal of Marriage and the Family, 68 (1), 29-40.
317. Massey, D. S. and Denton, N. A. (1993). American Apartheid: Segregation and the Making of the Underclass. Cambridge, MA: Harvard University Press.
318. Mastekaasa, A. (2006). Is marriage/cohabitation beneficial for young people? Some evidence on psychological distress among Norwegian college students. Journal of Community and Applied Social Psychology, 16 (2), 149-65.
319. Masten, A. S. and Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: lessons from research on successful children. American Psychologist, 53 (2), 205-20.
320. Maurin, E. and McNally, S. (2005). Vive la Revolution! Long Term Returns of 1968 and the Angry Students. Centre for the Economics of Education Discussion Paper, CEEDP0049, London.
321. Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Dobson, A. and Jeavons, M. (1999). Technical Paper 4 - The Effective Provision of Pre-school Education (EPPE) Project: Parent, Family and Child Characteristics in Relation to Type of Pre-school and Socio-economic Differences. London: DfEE/Institute of Education, University of London.
322. Michael J. B., Lillard, L. A. and Stern, S. (2006). Cohabitation, marriage, and divorce in a model of match quality. International Economic Review, 47 (2), 451-94.
323. Miech, R A. and Shanahan, M. J. (2000). Socioeconomic status and depression over the lifecourse. Health and Social Behavior, 41 (2), 162-76.
324. Miller, P., Mulvey, C. and Martin, N. (1997). Family characteristics and the returns to schooling: evidence on gender differences from a sample of Australian twins. Economica, 64, 137-54.
325. Miller, S. A. (1988). Parents’ beliefs about children’s cognitive development. Child Development, 59, 259-85.
326. Miller, S. A. and Davis, T. L. (1992). Beliefs about children: a comparative study of mothers, teachers, peers, and self. Child Development, 63, 1251-65.
327. Miller, S. A., Manhal, M. and Mee, L. L. (1991). Parental beliefs, parental accuracy, and children’s cognitive performance: a search for causal relations. Developmental Psychology, 27 (2), 267-76.
328. Mirowsky, J. and Ross, C. (2002). Depression, parenthood and age at first birth. Social Science & Medicine, 54, 1281-98.
329. Mistry, R S., Vandewater, E. A., Huston, A. C. and McLoyd, V. (2002). Economic well-being and children’s social adjustment: the role of family process in an ethnically diverse low-income sample. Child Development, 73 (3), 935-51.
330. Mooney, M. (1984). Women’s educational attainment and the timing of entering into parenthood. American Sociological Review, 49 (4), 491-511.
331. Moos, R H. (1979). Evaluating Educational Environments. San Francisco, CA: Jossey-Bass.
332. Mortimore, J., Mortimore, P. and Thomas, H. (1994). Managing Associate Staff: Innovation in Primary and Secondary Schools. London: Paul Chapman Associates.
333. Mortimore, P. and Blackstone, T. (1982). Disadvantage in Education. London: Heineman.
334. Mortimore, P., Sammons, P., Jacob, R., Stoll, L. and Lewis, D. (1988). School Matters: The Junior Years. Salisbury: Open Books.
335. Murphey, D. A. (1992). Constructing the child: relations between parents’ beliefs and child outcomes. Developmental Review, 12, 199-232.
336. Murray, L. (1992). The impact of postnatal depression on infant development. Journal of Child Psychology and Psychiatry, 33, 543-61.
337. Murray, L., Fiori-Cowley, A., Hooper, R and Cooper, P. (1996). The impact of postnatal depression and associated adversity on early mother-infant interactions and later infant outcome. Child Development, 67, 2512-26.
338. Nagy, W. E., Herman, P. A. and Anderson, R C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-53.
339. National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (1997). The effects of infant child care on infant-mother attachment security: results of the NICHD study of early child care. Child Development, 68, 860-79.
340. National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (1998). Early child care and self-control, compliance, and problem behaviour at 24 and 36 months. Child Development, 69, 1145-70.
341. Neuman, S. B. and Celano, D. (2001). Access to print in low-income and middle-income communities: an ecological study of four neighbourhoods. Reading Research Quarterly, 36 (1), 8-26.
342. Nicholls, J. G. (1978). The development of the concepts of effort and ability, perceptions of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-14.
343. Ogbu, J. U. (1988). Class stratification, racial stratification, and schooling. In L. Weis (ed.), Class, Race, and Gender in American Education. Albany, NY: SUNY (pp. 63-82).
344. Oreopoulos, P. (2006). The compelling effects of compulsory education schooling: evidence from Canada. Canadian Journal of Economics, 39 (1), 22-52.
345. Oreopoulos, P., Page, M. E. and Stevens, A. (2003). Does Human Capital Transfer from Parent to Child? The Intergenerational Effects of Compulsory Schooling. No. 10164. Cambridge, MA: National Bureau of Economic Research.
346. Organisation for Economic Cooperation and Development (OECD) (2005). Education at a Glance. Paris: OECD.
347. Organisation for Economic Co-operation and Development (OECD) (2006). Personalising Education. Paris: OECD.
348. Osborn, A. F. and Milbank, J. E. (1987). The Effects of Early Education: A Report from the Child Health and Education Study. Oxford: Clarendon Press.
349. O’Toole, J. and Wright, R E. (1991). Parental education and child mortality in Burundi. Journal of Biosocial Science, 23 (3), 255-62.
350. Pagani, L. S., Boulerice, B. and Tremblay, R. E. (1997). The influence of poverty on children’s classroom placement and behavior problems. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 311-39).
351. Pallas, A. M., Entwisle, D. R., Alexander, K. L. and Stluka, M. F. (1994). Ability-group effects: instructional, social, or institutional? Sociology of Education, 67, 27-46.
352. Parsons, S. and Bynner, J. (1998). Influences on Adult Basic Skills: Factors Affecting the Development of Literacy and Numeracy from Birth to 37. London: The Basic Skills Agency.
353. Patterson, G. R. (1986). Performance models for antisocial boys. American Psychologist, 41 (4), 432-44.
354. Patterson, G. R., DeBaryshe, B. D. and Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44 (2), 329-35.
355. Peters, H. E. and Mullis, N. C. (1997). The role of family income and sources of income in adolescent achievement. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences of Growing Up Poor. New York: Russell Sage Foundation (pp. 340-81).
356. Phinney, J. S. and Feshbach, N. D. (1980). Non-directive and intrusive teaching styles of middle- and working-class English mothers. British Journal of Educational Psychology, 50, 2-9.
357. Pleck, E. H. and Pleck, J. H. (1997). Fatherhood ideals in the United States: historical dimensions. In M. E. Lamb (ed.), The Role of the Father in Child Development (3rd edn). New York: Wiley (pp. 33-48).
358. Plowden, B. H. (1967). The Plowden Report: Children and their Primary schools: A Report of the Central Advisory Council of Education, England. London: Central Advisory Council for Education, HMSO.
359. Plug, E. (2004). Estimating the effect of mother’s schooling on children’s schooling using a sample of adoptees. American Economic Review, 94 (1), 358-68.
360. Plug, E. and Vijverberg, W. (2005). Does family income matter for schooling outcomes? Using adoptees as a natural experiment. The Economic Journal, 115 (506), 879-906.
361. Ramey, C. T. and Ramey, S. L. (1992). Early education intervention with disadvantaged children: to what effect? Applied and Preventative Psychology, 1, 131-40.
362. Ramey, C. T. and Ramey, S. L. (1998). Prevention of intellectual disabilities: Early interventions to improve cognitive development. Preventive Medicine, 27, 1-9.
363. Ramey, C. T., Campbell, F. A., Burchincal, M., Skinner, M. L., Gardner, D. M. and Ramey, S. L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4 (1), 2-14.
364. Ramey, S. L. and Ramey, C. T. (2000). Early childhood experiences and developmental competence. In J. Waldfogel and S. Danziger (eds), Securing the Future: Investigating in Children from Birth to College. New York: Russell Sage Foundation (pp. 122-50).
365. Raymo, J. M. (2003). Educational attainment and the transition to first marriage among Japanese women. Demography, 40 (1), 83-103.
366. Reiss, D., Plomin, R. and Hetherington, E. M. (1991). Genetics and psychiatry: an unheralded window on the environment. The American Journal of Psychiatry, 148, 283-91.
367. Reynolds, A. J. (1992). Comparing measures ofparental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-62.
368. Robertson, D. and Symons, J. (2003). Do peer groups matter? Peer group versus schooling effects on academic attainment. Economica, 70, 31-53.
369. Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford Press.
370. Rose, M. R. (2001). Review of a means to an end: the biological basis of aging and death. Quarterly Review of Biology, 76, 342-3.
371. Rosenzweig, M. R. and Schutlz, P. T. (1989). Schooling, information and nonmarket productivity: contraceptive use and its effectiveness. International Economic Review, 30 (2), 457-77.
372. Ross, C. and van Willigen, M. (1997). Education and the subjective quality of life. Journal of Health and Social Behavior, 38, 275-97.
373. Rowe, K. J. (1991). The influence of reading activity at home on students’ attitudes towards reading, classroom attentiveness and reading achievement: an application of structural equation modelling. British Journal of Educational Psychology, 61, 19-35.
374. Rowlingson, K., and McKay, S. (1998). The Growth of Lone Parenthood: Diversity and Dynamics. London: PSI.
375. Rubin, K. H., Burgess, K. B. and Hastings, P. D. (2002). Stability and social-behavioural consequences of toddlers’ inhibited temperament and parenting behaviours. Child Development, 73 (2), 483-95.
376. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Chichetti, K. H. Nuechterlin and S. Weintraub (eds), Risk and Protective Factors in the Development of Psychopathology. New York: Cambridge University Press (pp. 181-214).
377. Rutter, M. (1997). Nature-nurture integration: the example of anti-social behaviour. American Psychologist, 52, 390-8.
378. Sabates, R and Feinstein, L. (forthcoming). Effects of government initiatives on youth crime. Oxford: Oxford Economic Papers.
379. Sacerdote, B. (2000). The Nature and Nurture of Economic Outcomes. NBER Working Paper 7949.
380. Sacerdote, B. (2004). What Happens When We Randomly Assign Children to Families? Unpublished manuscript.
381. Sacker, A., Schoon, I. and Bartley, M. (2002). Social inequality in educational achievement and psychosocial adjustment throughout childhood: magnitude and mechanisms. Social Science & Medicine, 55, 863-80.
382. Saint-Paul, G. (1996). Unemployment and increasing returns to human capital. Journal of Public Economics, 61, 1-20.
383. Sameroff, A. (1983). Developmental systems: contexts and evolution. In W. Kessen (ed.), Handbook of Child Psychology (vol. 1: History, Theory, and Methods). New York: Wiley (pp. 237-94).
384. Sameroff, A. and Chandler, M. J. (1975). Reproductive risk and the continuum of caretaker casualty. In F. D. Horowitz (ed.), Review ofChild Development Research (vol. 4). Chicago, IL: University of Chicago Press.
385. Sameroff, A., Bartko, W. T., Baldwin, A., Baldwin, C. and Seifer, R (1998). Family and social influences on the development of child competence. In M. Lewis and C. Feiring (eds), Families, Risk, and Competence. Mahwah, NJ: Lawrence Erlbaum Associates (pp. 161-86).
386. Sammons, P. (1999). School Effectiveness: Coming of Age in the Twenty-first Century. London: Lisse, Swets and Zeitlinger.
387. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. and Elliot, K. (2002). Technical Paper 8a: Measuring the Impact of Pre-school on Children’s Cognitive Progress over the Pre-school Period. London: Institute of Education.
388. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K. and Marsh, A. (2004). The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 11. Report on the Continuing Effects of Pre-school Education at Age 7. London: DfES/Institute of Education.
389. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Grabbe, Y. and Barreau, S. (2007). Summary Report. Influences on Children’s Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5. London: DfES, Research Report No. 828.
390. Sampson, R J., Raudenbush, S. W. and Earls, F. (1997). Neighborhoods and violent crime: a multilevel study of collective efficacy. Science, 277, 918-24.
391. Sandgren, S. and Strom, B. (2006). Peer Effects in Primary Schools: Evidence from Age Variation. Unpublished paper. Dragvoll, Norway.
392. Schaefer, E. (1959). A circumplex model for maternal behavior. Journal of Abnormal and Social Psychology, 59, 226-35.
393. Schneider, B. and Coleman, J. (1993). Parents, Their Children, and Schools. Boulder, CO: Westview Press.
394. Schoon, I., Bynner, J., Joshi, H., Parson, S., Wiggins, R. D. and Sacker, A. (2002). The influence of context, timing, and duration of risk experiences for the passage from childhood to mid-adulthood. Child Development, 73, 1486-504.
395. Schulenberg, J., Vondracek, F. W. and Crouter, A. C. (1984). The influence of the family on vocational development. Journal of Marriage and the Family, 10, 129-43.
396. Schultz, P. T. (1981). Economics of Population. Reading, MA.: Addison-Wesley.
397. Schultz, T. W. (1961). Investment in human capital. American Economic Review, L1 (1-17).
398. Schwartz, C. R and Mare, R D. (2005). Trends in educational assortative marriage from 1940 to 2003. Demography, 42 (4), 621-46.
399. Schweinhart, L., Weikart, C. and Larner, M. (1986). Consequences of three preschool curriculum models through age fifteen. Early Education Research Quarterly, 15-45.
400. Seefeldt, C., Denton, K., Galper, A. and Younoszai, T. (1999). The relation between Head Start parents’ participation in a transition demonstration, education, efficacy and their children’s academic abilities. Early Childhood Research Quarterly, 14 (1), 99-109.
401. Seginer, R. (1983). Parents’ educational expectations and children’s academic achievements: a literature review. Merrill-Palmer Quarterly, 29, 1-23.
402. Sénéchal, M. and LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: a five-year longitudinal study. Child Development, 73 (2), 445-60.
403. Sénéchal, M., LeFevre, J., Thomas, E. and Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.
404. Shea, J. (2000). Does parents’ money matter? Journal of Public Economics, 77 (2), 155-84.
405. Sianesi, B. and Van Reenen, J. (2003). The returns to education: macroeconomics. Journal of Economic Surveys, 17 (2), 157-200.
406. Sigle-Rushton, W. and McLanahan, S. S. (2002). The living arrangements of new unmarried mothers. Demography, 39 (3), 415-33.
407. Singh, K., Bickley, P. G., Keith, T. Z., Keith, P. B., Trivette, P. and Anderson, E. (1995). The effects of four components of parental involvement on eight-grade student achievement: structural analysis of NELS-88 data. School Psychology Review, 24 (2), 299-317.
408. Skidmore, P., Bound, K. and Lownsbrough, H. (2006). Community Participation: Who Benefits? York: Joseph Rowntree Foundation.
409. Slaughter, D. T. and Epps, E. G. (1987). The home environment and academic achievement of black American children: an overview. Journal ofNegro Education, 56, 3-20.
410. Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: a best-evidence synthesis. Review of Educational Research, 60, 471-99.
411. Smith, J. R., Brooks-Gunn, J. and Klebanov, P. K. (1997). The consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement. In G. J. Duncan and J. Brooks-Gunn (eds), Consequences ofGrowing Up Poor. New York: Russell Sage Foundation (pp. 132-89).
412. Smith, T. E. (1989). Mother-father difficulties in parental influence on school grades and educational goals. Sociological Inquiry, 59, 88-91.
413. Sorhaindo, A. and Feinstein, L. (2006). What Is the Relationship Between Child Nutrition and School Outcomes? Research Report No. 18. London: Centre for Research on the Wider Benefits of Learning, Institute of Education.
414. Stein, A., Gath, D. H., Butcher, J., Bond, A., Day, A. and Cooper, P. (1991). The relationship between post-natal depression and mother-child interaction. British Journal of Psychiatry, 158, 46-52.
415. Steinberg, L. (1990). Challenges in studying minority youth. In S. Feldman and G. Elliot (eds), At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press.
416. Steinberg, L., Elmen, J. D. and Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60, 1424-36.
417. Steinberg, L., Lamborn, S. D., Dornbusch, S. M. and Darling, N. (1992). Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement and encouragement to succeed. Child Development, 63 (5), 1266-81.
418. Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. and Dornbusch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65, 754-70.
419. Sternberg, A. and Wikstrom, M. (2004). Higher education and the determination of aggregate male employment by age. Education Economics, 12 (1), 87-101.
420. Stevens, J. H. Jnr (1982). Child Development Knowledge and Parenting skills. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
421. Stevens, J. H. Jnr (1984). Child development knowledge and parenting skill. Family Relations, 33, 237-44.
422. Stevens, R. J. and Slavin, R. E. (1995). The cooperative elementary school: effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32, 321-51.
423. Strand, S. (1997). Pupil progress during Key Stage 1: a value added analysis of school effects. British Educational Research Journal, 23 (4), 471-88.
424. Sullivan, A. (2001). Cultural capital and educational attainment. The Journal of the British Sociological Association, 35 (4), 893-912.
425. Sylva, K., Siraj-Blatchford, I., Melhuish, E., Sammons, P., Taggart, B., Evans, E. Dobson, A. (1999). Technical Paper 6 - the Effective Provision of Pre-school Education (EPPE) Project: Characteristics of the Centres in the EPPE Sample: Observational Profiles. London: DfEE/Institute of Education, University of London.
426. Taylor, R. D., Casten, R. and Flickinger, S. (1993). The influence of kinship social support on the parenting experiences and psychosocial adjustment of African-American adolescents. Developmental Psychology, 29, 382-8.
427. Teti, D. D., Gelfand, C. M., Messinger, D. S. and Isabella, R. (1995). Maternal depression and the quality of early attachment: an examination of infants, preschoolers, and their mothers. Developmental Psychology, 31, 364-76.
428. Tzeng, M. S. (1992). The effects of socioeconomic heterogamy and changes on marital stability. Journal of Marriage and the Family, 54, 609-19.
429. UNICEF. (2002). A League Table of Educational Disadvantage in Rich Nations. Innocenti Report Card No. 4, November 2002. Florence: UNICEF Innocenti Research Centre.
430. Uribe, F. M. T., Levine, R A. and Levine, S. E. (1993). Maternal education and maternal behavior in Mexico: implications for the changing characteristics of Mexican Immigrants to the United States. International Journal of Behavioral Development, 16, 395-408.
431. van Bakel, H. J. A. and Riksen-Walraven, J. M. (2002). Parenting and development of one-year-olds: links with parental, contextual and child outcomes. Child Development, 73 (1), 256-73.
432. Wachs, T. D. (2000). Necessary But Not Sufficient. Washington, DC: American Psychological Association.
433. Wagner, B. M. and Phillips, D. A. (1992). Beyond beliefs: parent and child behaviors and children’s perceived academic competence. Child Development, 63, 1380-91.
434. Webster-Stratton, C. (1990). Long-term follow-up of families with young conduct-problem children: from preschool to grade school. Journal of Clinical Child Psychology, 19 (2), 144-9.
435. Webster-Stratton, C. and Hammond, M. A. (1997). Treating children with early-onset conduct problems: a comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65 (1), 93-109.
436. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-73.
437. Wentzel, K. R (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357-64.
438. Werner, E. E. (1989). Vulnerability and resiliency: a longitudinal perspective. In M. Brambring, F. Lösel and H. Skowronek (eds), Children at Risk: Assessment, Longitudinal Research and Intervention. Berlin: Walter de Gruyter.
439. Werner, E. E. and Smith, R S. (1992). Overcoming the Odds. High Risk Children from Birth to Adulthood. Ithaca, NY: Cornell University Press.
440. West, J., Wright, D. and Hausken, E. G. (1995). Child Care and Early Education Program Participation of Infants, Toddlers, and Preschoolers. Washington, DC: US Department of Education.
441. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review, 6, 49-78.
442. Wigfield, A. and Asher, S. R (1984). Social and motivational influences on reading. In P. D. Pearson, R Barr, M. L. Kamil and P. Mosenthal (eds), Handbook of Reading Research (vol. 1). White Plains, NY: Longman (pp. 423-52).
443. Wigfield, A. and Eccles, J. S. (1992). The developmental of achievement task values: a theoretical analysis. Developmental Review, 12, 265-310.
444. Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. and Midgley, C. (1991). Transitions at early adolescence: changes in children’s domain-specific selfperceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-65.
445. Wiggins M., Rosato M., Austerberry H., Sawtell M. and Oliver S. (2005). Sure Start Plus National Evaluation: Final Report 2005. London: Social Science Research Unit, Institute of Education, University of London.
446. Wilson, W. J. (1997). When Work Disappears. New York: Knopf.
447. Wolfe, B. (1980). Childbearing and/or labour force participation: the education connection. Research in Population Economics, 2, 365-86.
448. Wolfe, B. and Haveman, R. (2002). Social and Non-market Benefits from Education in an Advanced Economy. Paper presented at Education in the 21st Century: Meeting the Challenges of a Changing World. Federal Reserve Bank of Boston (Conference Series 47). Boston, MA.
449. Wooldridge, J. M. (2002). Econometric Analysis of Cross Section and Panel Data. Cambridge, MA: MIT Press.
450. Wößmann, L. and Schütz, G. (2006). Efficiency and Equity in European Education and Training Systems. Analytical Report for the European Commission prepared by the European Expert Network on Economics of Education (EENEE).
451. Young, R. A. and Friesen, J. D. (1992). The intentions of parents in influencing the career development of their children. Career Development Quarterly, 40, 198-207.