Leon Feinstein





Non academic expert
EIF - Early Intervention Foundation
United Kingdom
Addresses


 

Professional address
EIF - Early Intervention Foundation
Smith square
Local Government House
SW1P3HZ London
United Kingdom
On the web
Carreer and responsabilities
  Disciplines


  Research center or department
Research topics

Category
  • Educational and social inequalities
  • Policy

  • Keywords
  • drop out

  • Major publications
    [2008] Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds : article de revue
    « Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds ». [En ligne]. Disponible sur: http://www.academia.edu/3818858/Unexpected_Pathways_Through_Education_Why_Do_Some_Students_Not_Succeed_in_School_and_What_Helps_Others_Beat_the_Odds.
     

    In this overview of Volume 64, Issue 1, of theJournal of Social Issues, we describe why it is important to consider the diversity of student pathways through time and in context and why it is important to focus particularly on youth who defy predictions. We describe the ways in which expectations are formed in statistical analysis and also in real-world education systems and how the structural rigidity inherent in such systems can lead to poor person–environment fit for young people in education or training and to misleading statistical analysis. Our intention is to move beyond analytic approaches that assume “one size fits all” while recognizing both that policy cannot provide fully individualized environments for everyone and that research cannot focus only on the unique characteristics of each individual. By focusing on individuals for whom our models typically do not apply, we highlight the value of research on complex but meaningful patterns of commonality among people, not in terms of the average person or effects, but in terms of coherent, distinct, and relatively homogenous subgroups of people experiencing systematic and consequential differences in their lives and lifepaths.

    [2007] School Readiness and Later Achievement : article de revue
    Duncan et al (2007) « School Readiness and Later Achievement ». [En ligne]. Disponible sur: http://www.academia.edu/3818856/School_Readiness_and_Later_Achievement.
     
    Using 6 longitudinal data sets, the authors estimate links between three key elements of schoolreadiness—school-entry academic, attention, and socioemotional skills—and later school reading andmath achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured thatmost of their regression models control for cognitive, attention, and socioemotional skills measured priorto school entry, as well as a host of family background measures. Across all 6 studies, the strongestpredictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and thenattention skills. By contrast, measures of socioemotional behaviors, including internalizing and exter-nalizing problems and social skills, were generally insignificant predictors of later academic perfor-mance, even among children with relatively high levels of problem behavior. Patterns of association weresimilar for boys and girls and for children from high and low socioeconomic backgrounds