Literaturnachweis - Detailanzeige
| Autor/inn/en | Jester, R. Emile; Bear, Nancy R. |
|---|---|
| Institution | Florida Univ., Gainesville. Inst. for Development of Human Resources. |
| Titel | Preliminary Results from Relationship Between Teachers' Vocabulary Usage and the Vocabulary of Kindergarten and First Grade Students. |
| Quelle | (1969), (9 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Classroom Communication; Grade 1; Kindergarten; Listening Comprehension; Race; Socioeconomic Status; Teachers; Verbal Communication; Vocabulary; Vocabulary Development; Word Recognition |
| Abstract | To examine the relationship between the vocabulary teachers use in the classroom and the percentage of that vocabulary understood by the students, 16 volunteer teachers were tape recorded for an hour and a half during a normal day's activities. Half the teachers were from lower or lower middle class families; the other half were from middle and upper class families. From the tapes a word list was compiled for the first grade teachers and another for the kindergarten teachers. Vocabulary tests of 50 words each were then derived from the word lists and given to the children. A maximum effort was made to draw out the knowledge of word meanings. Analysis of the data indicated that the percentage of words used by the teachers and known by the students was generally quite high indicating that teachers might use more difficult words to build vocabulary. Social class, race, and grade breakdowns sometimes resulted in samples too small to be significant, and trends were not always substantial but the percentage of teachers' words known to youngsters seems to vary with social class, race, and grade. The effect of the experimental situation on the teachers' vocabularies was not calculated. (MH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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