WorldCat Identities

Dornbusch, Sanford M.

Overview
Works: 67 works in 189 publications in 3 languages and 6,571 library holdings
Genres: Longitudinal studies  Criticism, interpretation, etc  Abstracts 
Roles: Author, Editor, Author of introduction, Other
Publication Timeline
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Most widely held works about Sanford M Dornbusch
 
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Most widely held works by Sanford M Dornbusch
Adolescents after divorce by Christy M Buchanan( )

20 editions published between 1996 and 2009 in English and held by 2,248 WorldCat member libraries worldwide

When their parents divorce, some children falter and others thrive. This book asks why. Is it the custody arrangement? A parent's new partner? Conflict or consistency between the two households? Adolescents after Divorce follows teenagers from 1,100 divorcing families to discover what makes the difference. Focusing on a period beginning four years after the divorce, the authors have the articulate, often insightful help of their subjects in exploring the altered conditions of their lives. These teenagers come from a wide range of backgrounds. Some are functioning well. Some are faring poorly. The authors examine the full variety of situations in which these children find themselves once the initial disruption has passed - whether parents remarry or repartner, how parents relate to each other and to their children, and how life in two homes is integrated. Certain findings emerge - for instance, remarried new partners are better accepted than cohabiting new partners. And when parents' relations are amicable, adolescents in dual custody are less likely than other adolescents to experience loyalty conflicts. The authors also consider the effects of visitation arrangements, The demands made and the goals set within each home, and the emotional closeness of the residential parent to the child. A mine of information on a topic that touches so many Americans, this study will be crucial for researchers, counselors, lawyers, judges, and parents
Beyond the classroom : why school reform has failed and what parents need to do by Laurence D Steinberg( Book )

10 editions published between 1996 and 2005 in English and held by 1,167 WorldCat member libraries worldwide

Based on a comprehensive national study of high-school students, Beyond the Classroom explains that it is parents and peers, not teachers, who have the greatest influence over a student's classroom performance. The reason so many students do badly in school is not that their schools are deficient but that their parents either don't care about their children's performance or don't show their children in positive ways that they do. Children who know that their parents value education perform much better in school than other children
Feminism, children, and the new families by Sanford M Dornbusch( Book )

13 editions published in 1988 in English and held by 787 WorldCat member libraries worldwide

Feminism, as a social movement, began by emphasizing the interests of women. This book moves beyond that initial agenda by also considering the interests of children and men. As women's roles expand, it becomes evident that the goals of women are harmonious with the interests of children, and seldom in conflict with those of men. The loosening of traditional family roles and the emerging diversity in family forms provide flexibility not only for women, but for all family members. Family policy and practice must take into account these changes and challenges brought about by the new families. FEMINISM, CHILDREN, AND THE NEW FAMILIES paves the way
Popular religion; inspirational books in America by Louis Schneider( Book )

17 editions published between 1958 and 1992 in 3 languages and held by 668 WorldCat member libraries worldwide

Evaluation and the exercise of authority by Sanford M Dornbusch( Book )

21 editions published between 1975 and 1977 in English and Undetermined and held by 572 WorldCat member libraries worldwide

A primer of social statistics by Sanford M Dornbusch( Book )

17 editions published between 1955 and 1988 in 3 languages and held by 470 WorldCat member libraries worldwide

Teacher evaluative standards and student effort by Gary Natriello( Book )

4 editions published in 1984 in English and held by 338 WorldCat member libraries worldwide

Evaluation and the exercise of authority; a theory of control applied to diverse organizations by Sanford M Dornbusch( Book )

1 edition published in 1975 in English and held by 129 WorldCat member libraries worldwide

Negative correlates of part-time employment during adolescence : replication and elaboration by Laurence D Steinberg( Book )

1 edition published in 1990 in English and held by 79 WorldCat member libraries worldwide

This study examined the relation between part-time employment and adolescent behavior and development in a multi-ethnic, multi-class sample of approximately 4,000 15- through 18-year-olds. The results indicated that long work hours during the school year were associated with diminished investment in schooling and lowered school performance, increased psychological distress and somatic complaints, higher rates of drug and alcohol use, higher rates of delinquency, and greater autonomy from parental control. Workers did not have any advantages over nonworkers with respect to self-reliance, work orientation, or self-esteem. The correlates of school-year employment were closely linked to the number of hours worked each week and generally cut across ethnic, socioeconomic, and age groups, although the association between hours of employment and poor school performance was clearer among White and Asian-American adolescents than their peers. Nevertheless, in no ethnic or socioeconomic group were the correlates of employment positive, either in terms of lower rates of dysfunctional behavior, better school performance, or enhanced psychosocial well-being. These and similar findings from previous research suggest that parents, educational practitioners, and policy-makers should continue to monitor the number of weekly hours adolescents work during the school year. (Author)
The family in the labor force: a study of supplementary workers in the United States, 1940 by Sanford M Dornbusch( )

4 editions published in 1952 in English and held by 7 WorldCat member libraries worldwide

The military academy as an assimilating institution by Sanford M Dornbusch( Book )

4 editions published in 1955 in English and held by 6 WorldCat member libraries worldwide

Factors perpetuating the low academic status of chicano high school students by Celestino Fern√°ndez( Book )

3 editions published in 1975 in English and held by 5 WorldCat member libraries worldwide

Failures of communication in the evaluation of teachers by principals by June E Thompson( Book )

2 editions published in 1975 in English and held by 5 WorldCat member libraries worldwide

A pilot test of collegial evaluation for teachers by Susan Stavert Roper( Book )

2 editions published in 1976 in English and held by 4 WorldCat member libraries worldwide

Self-Enhancement, Self-Consistency, and Distinctiveness of Feedback in a Field Study of Academic Self-Concept Attribution Processes in Inner-City High Schools. Technical Report No. 49 by Grace C Massey( Book )

3 editions published in 1976 in English and held by 4 WorldCat member libraries worldwide

The relationship between attribution processes and academic self-concept is studied among students from four ethnic groups in inner-city high schools, and an explanation as to why low achieving minority students do not report low academic self-concepts is sought in this paper. Questionnaires eliciting self-conceptions and responses to hypothetical feedback are administered to 772 students, a five percent random sample from the eight comprehensive and academic high schools in a large city. Using a symbolic interactionist approach, internalization and externalization of feedback are studied to test hypotheses derived from assumptions about self-enhancement, self-consistency, and distinctiveness of feedback. Results indicate that self-consistency has more impact than self-enhancement on the attribution of causality for evaluations in school. Hypotheses based on a tendency toward self-enhancement are more successful in predicting attributions to ability -- and internal attributions in general -- than are hypotheses based on self-consistency. Academic self-concept is affected by the social context of the school. Students in low achieving minority groups or in low achievement schools are less likely to attribute low grades to lack of ability than are students in high achievement schools, for whom low grades are distinctive. These results are said to help to explain why more students from low achieving groups believe they are average in ability than would be expected on the basis of their grades. (Author/AM)
The evaluation of university teachers : an application of a theory of evaluation and authority by Robert R Hind( Book )

2 editions published in 1972 in English and held by 4 WorldCat member libraries worldwide

Racism without racists : institutional racism in urban schools by Grace Carroll Massey( Book )

2 editions published in 1975 in English and held by 4 WorldCat member libraries worldwide

Inspirational religious literature : from latent to manifest functions of religion by Louis Schneider( Book )

2 editions published in 1957 in English and held by 3 WorldCat member libraries worldwide

Community-Based Education Support Programs in the San Francisco Bay Area by Susan Eldredge( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

Although community-based education support organizations are second only to public schools in the number of young people they serve each year, there has been little substantive research on these organizations and the education support they provide. With funding from the Walter S. Johnson Foundation, a 10-month study of neighborhood-based organizations was undertaken in October 1990. The project surveyed a broad cross-section (142 organizations from 6 counties) of community-based organizations offering after-school and summer education support for children from low-income communities in the San Francisco Bay Area (California). Program staff completed questionnaires about the children they serve and their education support activities, staffing, and funding. Program staff and directors from 22 organizations were interviewed and staff from 94 local organizations and 15 funding agencies met at a conference. Topics such as learning outside school, parent and school outreach, program design, staffing, use of volunteers, program evaluation and funding, and outside technical assistance are discussed. The organizations studied serve about 75,000 children and youth in kindergarten through grade 12. Nearly two-thirds of the organizations enrolled primarily children from low-income families. Organizations were generally independent non-profit groups (73%) or local affiliates of national organizations (27%). Most programs serve children from a range of grade levels and a mix of ethnic groups, although a single ethnic group often predominates. Seven graphs present study findings, and two appendices describe research methods and list study participants. (Sld)
The Disadvantage of Homelessness in Children's Schooling by Debra M Shaver( Book )

1 edition published in 1993 in English and held by 3 WorldCat member libraries worldwide

This paper presents findings of a study that investigated the extent to which homeless children in the United States receive the "free and appropriate education" to which they are entitled. Data were collected through several surveys conducted in two San Francisco Bay Area counties: (1) surveys of parents in homeless shelters with 313 school-age children and homeless parents with 607 school-age children who requested social services; (2) interviews with 92 homeless school-age children, 65 formerly homeless children, and 83 families at-risk of becoming homeless; and (3) a survey of 71 school district staff members in 29 public school districts. Findings show that an estimated 88 to 92 percent of homeless children were enrolled in school and that the children were not denied access to education because of restrictive enrollment requirements. The more serious obstacles were the high number of school transfers and transportation. Although parents expressed concern about their children's academic performance, school appeared to play an important stabilizing role in the children's lives. It is recommended that educators minimize the disruptions that result from frequent school transfers and poor attendance and collaborate with service agencies to meet students' basic needs. Finally, social policies that help families find permanent housing are needed to improve homeless children's chances for educational success. Five tables are included. (LMI)
 
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Adolescents after divorce
Covers
Beyond the classroom : why school reform has failed and what parents need to do
Alternative Names
Dornbusch, Sanford M.

Languages
English (133)

Spanish (1)

German (1)