The time perspective of contextual effects: the case of a language-stimulation programme in education
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.
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