In this paper the hypothesis is developed that the time perspective is an important factor in the explanation of contextual effects, starting from sociological resource theory. This contention is illustrated by means of an empirical case consisting of the decade-long implementation of a programme of appropriate language acquisition to raise the educational chances of children with a low socioeconomic status. The data, which concern secondary education in the Netherlands, show that the programme has a positive effect on the transition from primary education to secondary education and a negative effect on the throughflow in secondary education.
Get full access to this article
View all access options for this article.
References
1.
BernsteinB, 1971, “On the classification and social class, linguistic codes and grammatical elements”, in Social Class, Codes and Control, Volume I: Theoretical Studies Towards a Sociology of Language Ed. BernsteinB (Routledge, Chapman and Hall, Andover, Hants) pp 95–117
2.
BernsteinBBrandisW, 1970, “Social class differences in communication and control”, in Social Class, Language and Communication Eds BrandisWHendersonD (Routledge, Chapman and Hall, Andover, Hants), pp 93–130
3.
BloodROWolfeDM, 1960Husbands and Wives: The Dynamics of Married Living (The Free Press, Glencoe, IL)
4.
BloomBS, 1964Stability and Change in Human Characteristics (John Wiley, New York)
5.
CBS, 1982Schoolloopbaan en Herkomst van Leerlingen bij het Voorgezet Onderwijs, Deel 2: Cohort 77, Schoolkeuze Centraal Bureau voor de Statistiek (Staatsuitgeverij, The Hague)
6.
CohenEGLotanRALeechorC, 1989, “Can classrooms learn?”Sociology of Education6275–94
7.
DarCReshN, 1986Classroom Composition and Pupils' Achievement (Gordon and Breach, London)
8.
HummellHJ, 1971Probleme der Mehrebenenanalyse (B G Teubner, Stuttgart)
9.
KooijHJ, 1982, “Indicatoren van de doorstroming in het onderwijs”, in Jaarboek Onderwijsstatistieken Centraal Bureau voor de Statistiek (Staatsuitgeverij, The Hague) pp 156–161
10.
KooijHJ, 1984, “Indicatoren van doorstroming in het onderwijs”Statistisch Magazine Centraal Bureau voor de Statistiek419–27
11.
LeeuwenberghWHVan den EedenP, 1990Onderwijs in de Vier Grote StedenWetenschappelijke Raad voor het Regeringsbeleid, Postbox 20004, 2500EA The Hague
12.
LinNVaughanJCEnselWM, 1981, “Social resources and the strength of ties: Structural factors in occupational status attainment”American Sociological Review46224–232
13.
RaudenbushASWillmsJD (Eds), 1991Schools, Classrooms, and Pupils: International Studies of Schooling from a Multilevel Perspective (Academic Press, Orlando, FL)
14.
RoeleveldJKoopmanPDe JongUVan den EedenP, 1988Schoolloopbanen in Amsterdam (Stichting voor Onderzoek van het Onderwijs, The Hague)
15.
RozendaalADe JongUVan den EedenP, 1987, Vergelijking van de Schoolloopbanen van Leerlingen in het Voortgezet Onderwijs in Amsterdam en de Rest van NederlandDepartment of Social Research Methodology, Free University, Amsterdam
16.
SarisWEStronkhorstH, 1984Causal Modelling in Nonexperimental DesignSociometric Research Foundation, Van Boshuizenstraat 225, 1083 AW Amsterdam
17.
ScheuchEK, 1969, “Social context and individual behavior”, in Quantitative Ecological Analysis in the Social Sciences Eds DoganMRokkanS (MIT Press, Cambridge, MA) pp 133–155
18.
SlatinREKarweitNLMaddenNA, 1990Effective Programs for Students at Risk (Allyn and Bacon, Boston, MA)
19.
StinchcombeAL, 1968Reconstructing Social Theories (Harcourt, Brace and World, New York)
20.
Van CalcarC, 1980Innovatieproject Amsterdam: Een Opening (Van Gennep, Amsterdam)
21.
Van den EedenP, 1990, “Theories and the underspecification of models in multilevel research”, in Theory and Model in Multilevel Research: Convergence or Divergence? Eds van den EedenPHoxJHauerJ (Siswo, Amsterdam) pp 11–34
22.
Van den EedenPKoopmanP, 1989, “The stability of school effects in a centralized educational system: The case of Amsterdam”, in Educational Opportunities in the Welfare State: Longitudinal Studies in Educational and Occupational Attainment in the Netherlands Eds BakkerBDronkersJMeijnenW (Instituut voor Toegepaste Sociologie, Nijmegen) pp 119–130
