Literaturnachweis - Detailanzeige
Autor/inn/en | Entwisle, Doris R.; Hayduk, Leslie Alec |
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Titel | Early Schooling: Cognitive and Affective Outcomes. |
Quelle | (1982), (215 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 0-8018-2761-2 |
Schlagwörter | Academic Achievement; Educational Environment; Elementary Education; Grade 1; Grade 2; Grade 3; Individual Characteristics; Individual Psychology; Intelligence Quotient; Models; Parent Attitudes; Peer Influence; Primary Education; Socioeconomic Influences; Student Attitudes; Student Behavior; Teacher Attitudes; Young Children Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individualpsychologie; Intelligenzquotient; Analogiemodell; Elternverhalten; Primarbereich; Sozioökonomischer Faktor; Schülerverhalten; Student behaviour; Lehrerverhalten; Frühe Kindheit |
Abstract | This book presents the results of research on sociopsychological factors that affect the schooling process and academic achievement among young children. The first chapter of the report provides a background on schooling, and reviews what is known and what remains to be discovered about academic achievement. Chapters 2 and 3 review research on psychological and sociological influences on schooling. Chapter 4 presents a heuristic model depicting the relationships among individual factors, cultural variables, school factors, and parent, peer, teacher, and pupil expectations that interact with academic achievement. Chapters 5, 6, and 7 describe variables used in the model and demonstrate the statistical application of the model to data on first to third graders in a white, middle-class urban school; an urban, integrated, lower-class school; and an urban, black, lower-class school. Findings suggest that: (1) intelligence, more than children's expectations, affects marks in the two lower-class schools; (2) socioeconomic status, more than race, determines achievement differences between schools; (3) children's and parents' expectations affect marks in the middle-class school; and (4) conduct affects the early schooling process. Chapter 8 interprets the model in the context of the early schooling process. (Author/MJL) |
Anmerkungen | The Johns Hopkins University Press, Baltimore, MD 21218 ($30.00). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |