The Social Psychology of the Primary School by Colin Rogers, Peter Kutnick

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By Colin Rogers, Peter Kutnick

Colin Rogers and Peter Kutnick reconsider the position of social psychology in academic perform for the first lecture room. they provide an research of the ways that the method and constitution of school room lifestyles impact the interpersonal and educational results of education. Social education is visible to have a vital function to play in attaining powerful educating and significant studying, whereas selling different worthy advancements within the basic school room. The authors examine lecture room interplay and relationships and think about how those should be dependent for the easiest results. With rather a lot awareness being concentrated lately at the nationwide Curriculum, the authors supply a stability for the present curricula-orientated view of educating by way of enhancing knowing of the way curricula are carried out within the lecture room. Motivation and the social improvement of fundamental age teenagers are coated in addition to relationships and social interplay within the school room, gender and unique academic needs.

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The Social Psychology of the Primary School

Colin Rogers and Peter Kutnick reconsider the position of social psychology in academic perform for the first school room. they give an research of the ways that the method and constitution of school room existence impact the interpersonal and educational results of education. Social education is noticeable to have a vital position to play in attaining potent instructing and significant studying, whereas selling different worthy advancements within the basic lecture room.

Extra resources for The Social Psychology of the Primary School

Example text

Rather than make use of questionnaires a projective technique involving the use of cartoon pictures was devised in the hope that pupils would then ‘say what they felt’ rather than what they thought the interviewer required. The cartoon pictures showed pupils in various classroom settings. Fuller details are given in Galton (1987). Of special interest were two cartoons, one which showed children talking to each other in a group without the teacher present and the other portraying children talking with the teacher with a tape recorder being used to monitor the discussion.

While the pupils can help each other during team practices, they have to take the test, on which the group score is based, on their own. Individual scores of team members are then combined to form the team score. There are also other versions of this procedure known as the student teams achievement divisions (STAD), involving team games tournaments (Devries and Slavin 1978) and team-assisted individualization (Slavin et al. 1984). In an analysis of some thirty-three studies in both elementary and secondary classrooms it is claimed that twenty-two showed a significant positive effect on student achievement, particularly when the study involved student team-learning techniques.

It is for these practical reasons that professional researchers frequently focus narrowly on, say, teacher-class discussions or on single groups of children working. This goes some way to explaining why we know comparatively little about certain aspects of classroom life, and why some areas and issues remain unexplored and largely inaccessible. Analysis and interpretation of data The problems do not disappear, either, once data have been collected, for the process of analysis and the subsequent presentation of materials give rise to a number of issues concerning the status and reliability of findings.

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