|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Quantifying Social Capital At School|
|Citation:||Catts R (2009) Quantifying Social Capital At School. In: Allan Julie, Ozga Jenny, Smyth Geri (ed.). Social Capital, Professionalism and Diversity. Studies in Inclusive Education, Volume 5, 5, Rotterdam: Sense Publishers, pp. 37-50.|
|Series/Report no.:||Studies in Inclusive Education, Volume 5, 5|
|Abstract:||From introduction: Because schools operate in such complex environments the effects of various forms of social capital on outcomes is difficult to delineate without careful and detailed analysis. Therefore the challenge to be faced when addressing the quantification of Social Capital at school is considerable. This has led some to argue that qualitative research is necessary to achieve an understanding of the complex networks that operate in and about schools (e.g. Horvath et al). Whilst not disputing the value of such research, social capital has attracted interest from policy makers at least in part because various analysts have quantified social capital and have reported correlations between social capital and other desirable outcomes.|
|Rights:||The publisher has granted permission for use of this book chapter in this Repository. The chapter was first published in Social Capital, Professionalism and Diversity, Studies in Inclusive Education, Volume 5 by Sense Publishers.|
|Type:||Part of book or chapter of book|
|Affiliation:||Initial Teacher Education|
|cattschapter07finaledit (2).pdf||146.12 kB||Adobe PDF||View/Open|
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