摘要:

In this study a model is proposed in which attention in the classroom is supposed to mediate the relationship between home background factors and achievement in school. Home background factors in the study were the socioeconomic status of the parents (SES) and the amount of problem behaviour of the child at home. The latter was supposed to be an indicator of the adequacy of parental discipline practices. For attention a distinction is made between a behavioural component termed attentional behaviour, and a cognitive component termed attention regulation. The effects of attention were studied for two domains of achievement, namely reading comprehension and arithmetic.The model was tested by means of structural equations modelling in a sample (N= 376) of 9‐year‐old children attending grade 6 of regular elementary schools in the Netherlands.The results showed that attention can be considered as an important mediator between home problem behaviour and achievement in school. The absence of problem behaviour at home had a substantial positive relationship with attention, the latter having moderate effects on arithmetic achievement and reading comprehension. No effects of SES on attention were found. Distinguishing between attentional behaviour and attention regulation, it appeared that the latter is equally related to both types of achievement. Interestingly, however, classroom attentional behaviour was more closely related to arithmetic achievement than to reading comprehension. Finally, SES appeared not to be related to arithmetic achievement but exerted a small direct effect on reading comprehens

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01052.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In this paper, the nature of learning to participate in reading lessons in one classroom during the first year of school is examined. The joint research approaches of ethnography and ethnomethodology are used to investigate how interactions are negotiated between teacher and child during lessons and why individuals negotiate the way they do. Data comprise audiotapes of a series of reading lessons given to both groups and individual children and interviews with the teacher and parents on the child's progress during the year. The lessons are examined using the method of multi‐layering. This provides a structure within which an analysis of the discourse as it evolves throughout the lesson can be combined with information from the child's cultural and linguistic background. Examination of the data reveals a pattern in which the teacher implicitly expects children to work within certain rules which correspond to her interpretation of reading whilst explicitly modelling the opposite. Children who are able to work within these rules receive different tutoring from those who are not. It is argued that the teacher's behaviour must be explained within the wider socio‐historical context in which the British early years' teacher plays a particular social and institutional r

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01053.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In study 1, 8‐ and 11‐year‐old girls and boys (N= 110) were interviewed individually and asked about why children in general, and themselves in particular, fight with fellow pupils in the playground. A substantial proportion of children (51 per cent) reported having had at least one aggressive fight during the previous year. The most common reasons for children resorting to fighting were retaliations to teasing, retaliations to unprovoked assaults, disagreements over aspects of the game that was being played, because another child was disliked, and to settle dominance disputes.In study 2, a direct observational methodology was employed to examine how often children of these ages engage in aggressive fighting, how long fights last, and their proximate causes. Among the younger pupils, a large proportion of fights (43.3 per cent) had no obvious immediate cause to an adult observer, but others were caused when a playful assault received an aggressive retaliation (15.4 per cent), and by disputes over space in the playground (13.5 per cent). Among the 11‐year‐old pupils, a smaller percentage of fights (14.8 per cent) had no obvious immediate cause. The two most common causes of fighting at this age were aggressive retaliations to teasing (25.9 per cent) and aggressive retaliations to accidental injury/hurt (18.5 per cent).In study 3,in situinterviews were combined with direct playground observations in order to reveal participants' views (or onlookers' views if participants were not available to be interviewed) about the causes of fights. Again, the most common causes of fighting were disputes over some aspect of the game being played (33.3 per cent), aggressive retaliations to teasing (25.0 per cent), disagreements over possession of toys/equipment (14.6 per cent), and aggressive retaliations to accidental injury/hurt (14.6 per cent). Age and sex differences are reported in some measures across all three studies. The results are discussed in terms of their implications for interventions aimed at improving children's experiences of life on the school p

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01054.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The study considers the application of the Child Behaviour Checklist (Achenbach&Edelbrock, 1986) to the identification of children with emotional and behavioural difficulties in ordinary primary schools. Teachers provided checklist data on a sample of 320 boys and 118 girls previously referred to the schools psychological services and a further 183 boys and 39 girls who had not been referred. There was a high level of agreement between referred and non‐referred student status and subsequent classification using the CBCL criteria for psychiatric disturbance. An analysis of variance was carried out to determine how far teacher expectations may contribute to CBCL scores. The results indicated that teacher differences within schools are more important than the differences which exist between teachers working in different schools. The results support the validity of the CBCL. The future application of the CBCL in ordinary schools is discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01055.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The study reports an investigation of stress levels, gender and personality dimensions in a sample of school teachers. The Professional Life Stress Scale (PLSS) was used to assess teachers' stress levels and the Eysenck Personality Questionnaire (EPQ) was used to define their personality dimensions (Extroversion‐Introversion, Neuroticism‐High Psychoticism‐Low Psychoticism). The study sample consisted of 95 teachers, 51 females and 44 males. Results revealed that the majority of teachers sampled, 72.6 per cent, were experiencing moderate levels of stress, and 23.2 per cent serious levels. T‐test results showed no significant difference between male and female teachers in stress levels. Correlation analysis between stress level and personality dimensions revealed significant positive correlation between stress and psychoticism. A significant negative correlation emerged between stress and extroversion, and a significant positive correlation between stress and neuroticism. A multiple regression analysis revealed that extroversion and neuroticism were the best predictors of stress levels. Overall, the results therefore indicated that personality dimensions appear to contribute more to stress levels than do the variables of either age or

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01056.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The aim of the study was to investigate the relationship between the teacher's cognitive style and occupational stress. A sample of 212 teachers in Maltese secondary schools completed a questionnaire surveying both the level of overall stress and the severity of four major areas of job stress. They were also given the Cognitive Styles Analysis which assesses two fundamental dimensions of cognitive style, wholist‐analytic and verbal‐imagery. For the top and bottom 25 per cent of the sample with extreme style characteristics, self‐reported teacher stress was not related to style in a simple manner. However, style interacted significantly with teacher age. With regard to the four major areas of occupational stress, significant variations in the levels of stress were observed with style: whereas Analytics reported greater stress than Wholists for ‘pupil misbehaviour’ and ‘poor working conditions’, the converse was true for ‘poor staff relations' and

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01057.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Previous studies have identified a group of individuals with specific problems in spelling, and compared them to a group with problems in reading and spelling. Those who are poor at reading and spelling are thought to have more severe underlying language problems. This study compared the cognitive abilities of three groups of children: one specifically spelling disabled, one spelling and reading disabled, and one control group without reading or spelling problems. The groups were identified at age 14. A five‐year retrospective analysis of their performance revealed that both of the disabled groups had been significantly poorer than the controls, not only in spelling but also in reading. Both the disabled groups showed other signs often associated with dyslexia such as poor WISC‐R Coding and Digit Span. Analyses of their spelling errors did not reveal the superior phonetic abilities which some other studies have found to differentiate specifically spelling disabled from reading + spelling disabled groups. The specific spelling disabled group did show some evidence of superiority in Verbal IQ subtests. These results are consistent with the idea that specific spelling disability is a residual problem of individuals who, possibly by means of underlying verbal strengths, have managed to compensate for earlier reading difficult

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01058.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The effect of text‐plus‐text versus text‐plus‐picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text‐plus‐text condition, the learning material content described the working of car braking systems. The text‐plus‐picture condition consisted of text with additional pictorial information. Fifty‐nine 15–16‐year‐old students in a secondary school were randomly assigned, within sexes, to one of the conditions. Having worked through the computer presented material, they were given a post‐test overall learning performance. Immediately following this, they did the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individual's position on two cognitive style dimensions; Verbal‐Imagery and Wholist‐Analytic. It was found that the Verbal‐Imagery cognitive style and presentation condition interacted in their effect on overall learning performance (p<.05). In the text‐plus‐picture condition Imagers were superior to Verbalisers, while the text‐plus‐text condition Verbalisers did better than Imagers. It was also observed that Imagers used more diagrams to illustrate their answers than Verbalisers. The results are discussed in term

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01059.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty‐eight boys and girls, aged 11–14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter‐related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour inte

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01060.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This paper is written on the basis of data gathered during the first phase of a longitudinal study involving three comprehensive schools. The study is interview‐based and is designed to contribute to knowledge and understanding of the ways in which students perceive, make sense of, and respond to opportunities for learning during the last four years of compulsory schooling.The strategies that schools use to signal the importance of learning and to establish a sense of institutional membership are discussed and suggestions made about how students are experiencing and interpreting these strategies. The various sub‐plots that are played out within the peer culture in relation to membership and learning are also examined.It is argued that the social and psychological upheavals of the first few terms of secondary schooling (complicated by students' physical and sexual maturation) are so exciting, disturbing and disorientating that it is difficult for students, both individually and collectively, to focus on the seriousness of learning. However, because secondary schooling is constructed and presented as a series of ‘stages’, there are formalised opportunities for students to re

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01061.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY