WorldCat Identities

Entwisle, Doris R.

Works: 50 works in 186 publications in 2 languages and 7,226 library holdings
Genres: Longitudinal studies  Case studies  Bibliography  Programmed instructional materials 
Roles: Author
Classifications: LB3063, 372.1264
Publication Timeline
Most widely held works by Doris R Entwisle
On the success of failure : a reassessment of the effects of retention in the primary grades by Karl L Alexander( Book )

23 editions published between 1994 and 2010 in English and held by 839 WorldCat member libraries worldwide

This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through middle school
Early schooling : cognitive and affective outcomes by Doris R Entwisle( Book )

7 editions published in 1982 in English and held by 641 WorldCat member libraries worldwide

Word associations of young children by Doris R Entwisle( Book )

19 editions published between 1966 and 1967 in English and Undetermined and held by 629 WorldCat member libraries worldwide

Children, schools, and inequality by Doris R Entwisle( Book )

9 editions published between 1997 and 1998 in English and Undetermined and held by 561 WorldCat member libraries worldwide

They also show that events over that time have repercussions that echo throughout children's entire school careers
Too great expectations : the academic outlook of young children by Doris R Entwisle( Book )

9 editions published in 1978 in English and held by 531 WorldCat member libraries worldwide

The first birth, a family turning point by Doris R Entwisle( Book )

7 editions published in 1981 in English and held by 509 WorldCat member libraries worldwide

Iconic communication; an annotated bibliography by W. H Huggins( Book )

12 editions published in 1974 in English and Undetermined and held by 303 WorldCat member libraries worldwide

Over 316 references to books, journal articles, and reports that deal with visual, nonverbal communication. Most titles are from the 1960's to the present. Also includes introductory material defining iconics and explaining its relationship to linguistics, education, and psychology. Index
Introductory systems and design by W. H Huggins( Book )

10 editions published between 1965 and 1968 in 3 languages and held by 291 WorldCat member libraries worldwide

The long shadow : family background, disadvantaged urban youth, and the transition to adulthood by Karl L Alexander( Book )

6 editions published in 2014 in English and held by 267 WorldCat member libraries worldwide

West Baltimore stands out in the popular imagination as the quintessential "inner city"; gritty, run-down, and marred by drugs and gang violence. Indeed, with the collapse of manufacturing jobs in the 1970s, the area experienced a rapid onset of poverty and high unemployment, with few public resources available to alleviate economic distress. But in stark contrast to the image of a perpetual "urban underclass" depicted in television by shows like The Wire, the authors, all sociologists present a more nuanced portrait of Baltimore's inner city residents that employs important new research on the significance of early-life opportunities available to low-income populations. This work focuses on children who grew up in west Baltimore neighborhoods and others like them throughout the city, tracing how their early lives in the inner city have affected their long-term well-being. Although research for this book was conducted in Baltimore, that city's struggles with deindustrialization, white flight, and concentrated poverty were characteristic of most East Coast and Midwest manufacturing cities. The experience of Baltimore's children who came of age during this era is mirrored in the experiences of urban children across the nation. For 25 years, the authors tracked the life progress of a group of almost 800 predominantly low-income Baltimore school children through the Beginning School Study Youth Panel (BSSYP). The study monitored the children's transitions to young adulthood with special attention to how opportunities available to them as early as first grade shaped their socioeconomic status as adults. The authors' fine-grained analysis confirms that the children who lived in more cohesive neighborhoods, had stronger families, and attended better schools tended to maintain a higher economic status later in life. As young adults, they held higher-income jobs and had achieved more personal milestones (such as marriage) than their lower-status counterparts. Differences in race and gender further stratified life opportunities for the Baltimore children. As one of the first studies to closely examine the outcomes of inner-city whites in addition to African Americans, data from the BSSYP shows that by adulthood, white men of lower status family background, despite attaining less education on average, were more likely to be employed than any other group in part due to family connections and long-standing racial biases in Baltimore's industrial economy. Gender imbalances were also evident: the women, who were more likely to be working in low-wage service and clerical jobs, earned less than men. African American women were doubly disadvantaged insofar as they were less likely to be in a stable relationship than white women, and therefore less likely to benefit from a second income. Combining original interviews with Baltimore families, teachers, and other community members with the empirical data gathered from the authors' groundbreaking research, this work unravels the complex connections between socioeconomic origins and socioeconomic destinations to reveal a startling and much-needed examination of who succeeds and why.--Publisher information
Auto-primer in computer programming for the IBM 1620 in FORTRAN by Doris R Entwisle( Book )

6 editions published between 1963 and 1964 in English and held by 138 WorldCat member libraries worldwide

A Social psychological model of the schooling process over first grade( Book )

3 editions published between 1988 and 1990 in English and held by 76 WorldCat member libraries worldwide

School performance, status relations, and the structure of sentiment : bringing the teacher back in by Karl L Alexander( Book )

3 editions published between 1987 and 1990 in English and held by 76 WorldCat member libraries worldwide

Teaching engineering design; a study of JOBSHOP by Doris R Entwisle( Book )

3 editions published in 1965 in English and held by 47 WorldCat member libraries worldwide

The use of a computer program by engineering students to simulate a job shop that manufactures electronic devices has indicated that simulation methods offer realistic assistance in teaching. Each student in the study submitted specifications for a circuit design and, from the computer, received performance assessments of the circuit which resembled the information available from the actual building of a device. Simple procedures requiring no computer program background were developed for the "homewood jobshop" program. In 9 weeks, students who knew very little circuitry were able to solve successfully problems of sufficient complexity to challenge experienced designers. Psychological studies related to learning were conducted while this research was in progress. (Jm)
Set-learning in gifted high-school students. Cooperative research project no. 1203 by Doris R Entwisle( Book )

5 editions published in 1961 in English and held by 42 WorldCat member libraries worldwide

Two replications of an experiment were carried out with gifted (mean verbal iq -- 127) 11th grade students in a large high school. The main purpose was to explore whether "set-learning" might be a mechanism of learning employed to a marked degree by gifted secondary students. Control and experimental groups were the two top-ability classes in two successive 11th grades. Sex representation and iq levels were matched. A test on the states-of-origin of U.S. senators was the criterion of learning. The pretest listed 5 states following each senator's name. All subjects were given the 96-item test initially (pretest). Following pretesting, the experimental group was trained on pairs of senators from only 12 states. Two training sessions were given to the experimental group. A post-test was then administered which was identical with the pretest except that the party affiliations of the senators were added. It was hypothesized that students in the experimental group would learn more material similar to the type used in training, girls would manifest set-learning to a greater degree than boys, and subjects in the control group would tend to learn materials for which they were untrained to a statistically significant degree, although the amount of learning was small by practical standards. Set-learning was not induced in boys by the present experiment. It did not seem likely from this experiment that set-learning, viewed as a special learning mechanism especially typical of gifted students, has great practical importance. Further exploration of the significance of sex differential was indicated
Four studies involving the use of programmed materials in engineering education by Doris R Entwisle( Book )

5 editions published between 1963 and 1964 in English and held by 41 WorldCat member libraries worldwide

Four experiments were conducted to evaluate programed instructional materials designed for teaching circuit theory and fortran at the college level. In the first experiment, applications of principles concerned with proactive and retroactive inhibition (negative transfer of learning) were studied. The remaining three experiments were designed to study effects of (1) ideational scaffolding (summarization) preceding programed segments of a branching text, (2) learner-determined alternatives in a branching programed text, and (3) efficacy of written and reading responses to a linear programed text. Materials tested in the first experiment generated retroactive and proactive interference. Summarization prior to a programed instruction segment had no beneficial effect. The third study indicated the necessity of obtaining highly detailed feedback from large groups for developing branching texts. Writing of responses did not increase immediate or delayed recall of programed fortran. Implications of the experimental findings were discussed for subsequent research and development of programed instruction materials. (Wn)
Politisches Quodlibet. 2. Aufl by Doris R Entwisle( Book )

1 edition published in 1814 in German and held by 10 WorldCat member libraries worldwide

Developmental sociolinguistics : inner city children by Doris R Entwisle( Book )

4 editions published in 1967 in English and held by 9 WorldCat member libraries worldwide

The word associations of urban slum children, both negro and white, were studied to determine what impact extreme socioeconomic status differences have on language development. This study of children from the lowest extreme of the socioeconomic scale was made as a followup to an earlier study of children representing various cultural and socioeconomic clusters. Data were gathered from 541 children enrolled in public elementary schools in baltimore city, maryland because it had been observed previously that race-of-interviewer affected the children's responses, the entire design was replicated four times (negro interviewer with white children, negro interviewer with negro children, white interviewer with white children, and white interviewer with negro children). No child was interviewed more than once. The principle measure of linguistic development was the number of word responses that matched previously determined paradigms, such as, the response to "go" is "run." First-grade white slum children were found to be more advanced linguistically than suburban children of similar iq. Further, even though negro first-grade slum children are not as advanced as white slum children, they are probably as mature linguistically as white suburban children of the same intelligence level. The relative advancement of first-grade slum children disappears by third grade, and they lag behind suburban children at ages 8 and over. This suggests that the degree of urbanization may strongly affect verbal development. In analysis of the race-of-interviewer factor, it was found that more mature responses are made by children when they are responding to an interviewer of a different race than their own. Related reports are aa 000 047 and aa 000 048. (al)
Subcultural differences in children's language development by Doris R Entwisle( Book )

4 editions published in 1967 in English and held by 9 WorldCat member libraries worldwide

Patterns of the linguistic development of children of different socioeconomic environments were determined by a study of word associations. The relation of residential area, social class, or subcultural group membership to linguistic development was the main concern of the study. Each membership group was further categorized according to iq level, sex, and grade. Groups were compared by holding constant age and iq. The word associations were obtained in response to a list of 96 stimulus words. Each child was interviewed alone, and was asked to respond with the first word thought of as the interviewer said a word aloud. Results of the study support the following conclusions--(1) there are negligible differences between surburban children from upper middle class and blue collar neighborhoods, (2) rural maryland children tend to develop more slowly than the suburban children, especially those whose iq is average or below, (3) amish children develop even more slowly than the rural maryland children, and (4) white slum children are advanced compared to suburban children at first grade, but retarded at third grade. Negro slum children are generally behind white slum children, but at first grade the negro slum children are on a par with white suburban children. Related reports are aa 000 046 and aa 000 048. (al)
Differences in the language of Negro and white grade-school children, 1,2 by Doris R Entwisle( Book )

3 editions published in 1968 in English and held by 9 WorldCat member libraries worldwide

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Audience Level
  Kids General Special  
Audience level: 0.37 (from 0.09 for On the suc ... to 0.89 for Politische ...)

Children, schools, and inequality
Alternative Names
Roberts, Doris Helen

English (131)

German (2)

Children, schools, and inequality