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Titolo:
THE INFLUENCE OF FAMILY BACKGROUND ON TEACHERS RATINGS OF CHILDREN STARTING SCHOOL
Autore:
CHILDS G; MCKAY M;
Indirizzi:
FLINDERS UNIV S AUSTRALIA,FAC HLTH SCI,STURT BLDG BEDFORD PK SA 5042 AUSTRALIA AUSTRALIAN CATHOL UNIV MELBOURNE VIC AUSTRALIA
Titolo Testata:
Australian journal of psychology
fascicolo: 1, volume: 49, anno: 1997,
pagine: 33 - 41
SICI:
0004-9530(1997)49:1<33:TIOFBO>2.0.ZU;2-1
Fonte:
ISI
Lingua:
ENG
Soggetto:
READING-ACHIEVEMENT; PARENTAL INVOLVEMENT; ELEMENTARY-SCHOOL; INFANT SCHOOL; BEHAVIOR; CLASSROOM; HOME; ATTAINMENT; ATTITUDES; ATTENTION;
Tipo documento:
Article
Natura:
Periodico
Citazioni:
66
Recensione:
Indirizzi per estratti:
Citazione:
G. Childs e M. Mckay, "THE INFLUENCE OF FAMILY BACKGROUND ON TEACHERS RATINGS OF CHILDREN STARTING SCHOOL", Australian journal of psychology, 49(1), 1997, pp. 33-41

Abstract

A survey of teachers' ratings of classroom behaviour was conducted with respect to children who had recently commenced school. Three subscales of learning behaviour: Distractible, Apprehensive and Uncooperative (The Learning Behaviours Scale, LBS; Stott, McDermott, Green, & Francis, 1988) were employed, together with brief scales of teacher expectations of academic success and of their personal reactions to the children. Fathers' occupational status (SES) was found to be a significantpredictor of learning behaviour on the three LBS scales and of teachers' expectations of later academic success, although the variance accounted for was only between 5 and 16% for boys, and was generally negligible for girls' learning behaviour. The effects of SES were found to be mainly evident in children considered ''at risk'' in various learning behaviours. For boys, this reflected a striking dichotomy between blue collar and white collar backgrounds, with teachers expecting the former group of boys to be four limes more likely to make poor academicprogress than other boys. Teachers' personal reactions to children were not found to be influenced by SES, but were linked to the display of inappropriate learning behaviour by boys. Teachers appeared highly sensitised to boys' behaviour, implying a negative ''set'', whilst being correspondingly unconcerned about such behaviour in girls.

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Documento generato il 24/09/20 alle ore 01:52:48