Actual and Perceived Consensus on Educational Goals Between School and Community. Final Report. Volume I and Volume II.

Autor/inn/en	Wilder, David E.; und weitere
Institution	Columbia Univ., New York, NY. Bureau of Applied Social Research.
Titel	Actual and Perceived Consensus on Educational Goals Between School and Community. Final Report. Volume I and Volume II.
Quelle	(1968), (636 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Antisocial Behavior; Educational Objectives; Educational Research; Elementary School Teachers; High School Students; Mother Attitudes; Mothers; Parent Influence; Parent School Relationship; Perception; Role Conflict; Role Perception; School Community Relationship; Secondary School Teachers; Social Integration; Socialization; Teacher Role; Teaching Styles + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mutterliebe; Mother; Mutter; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Wahrnehmung; Rollenkonflikt; Role conception; Rollenverständnis; Soziale Integration; Socialisation; Sozialisation; Lehrerrolle; Lehrstil; Unterrichtsstil
Abstract	Based on interview response data collected in 1965 in 11 representative New Jersey communities, a social integration study sought to determine the extent of consensus regarding educational goals as perceived by parents, teachers, and students. Communities were selected to permit comparisons with respect to size, relative isolation, growth rate, socioeconomic composition, and racial composition. Respondents included 1,392 mothers (83%) of two first grade and two fifth grade classes in each elementary school and of two 10th grade English classes in each high school, 518 students (97%) of the 10th grade English classes, principals of all 20 subject schools, and 283 teachers (99%) of all first through sixth grades and of all high school English classes. Extensive findings, primarily in the form of percentages, are discussed in the following major sections: (1) The goals of education: preferences and perceptions of mothers, teachers, and students; (2) teaching styles: professional role definitions and the preferences and perceptions of mothers and students; (3) the extent and consequence of observability in school systems; (4) socialization, achievement, and alienation from the school; (5) mother-child consensus on educational plans; and (6) role strain, alienation, and deviant behavior among high school students. Copies of survey instruments are appended. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01