Early Schooling: Cognitive and Affective Outcomes.

Autor/inn/en	Entwisle, Doris R.; Hayduk, Leslie Alec
Titel	Early Schooling: Cognitive and Affective Outcomes.
Quelle	(1982), (215 Seiten)Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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