|
Showing 1 - 10 of
10 matches in All Departments
In this study - the outcome of three years' participant observation
in local authority primary and secondary schools - the classroom
teacher is shown to have a far greater impact upon and
responsibility for his pupils than is generally admitted. The
teacher's perceptions of the children in his class are demonstrated
to have a more important bearing on the pupils' attainment than the
major factor of their social class. In carrying out this research,
Roy Nash has moved outside the mainstream tradition of educational
psychology to take into account the methods of anthropology and
sociology. He shows, by looking at the actual behaviour of teachers
and children in classrooms, and by following the pupils from
several different primary schools through to the same local
authority secondary school, how the teacher's expectations for his
pupils can act as self-fulfilling prophecies. The author's
illuminating research is illustrated with tables and with three
Appendices.
In the field of teacher expectations and pupil learning one
important psychological truth is that the pupils' achievement in
learning is strongly influenced by the teachers' expectations of
their level of performance, high or low. Roy Nash discusses
critically and fully important research in this area. In the belief
that research must be interpreted within an overall theory of
social action, the author relates the empirical studies which he
examines to an interactionist theory. He emphasizes the importance
of making teachers aware of the implications of what they are doing
and of the possibility of establishing wider and more educative
patterns of interaction. He shows that research into 'attitudes',
'perceptions', or 'expectations' is all essentially concerned with
the same problem: how teachers relate to pupils on the basis of a
model of what pupils may be. Much of the work he discusses has
direct relevance to teachers in their day-to-day work. The research
findings will help them to become more aware of their attitudes and
how these influence their actions, and should make them more likely
to give all their pupils equal opportunities within their classes.
Among the topics covered are observational and experimental studies
of teacher expectations, the analysis of classroom climate,
self-conceptions, pupils' perceptions and expectations, and the
significance of classroom-based research into teacher/pupil
interaction.
In industrialized societies the needs of people living in remote
and sparsely populated areas are easily overlooked, whilst in
developing countries the needs of the rural population are at once
so obvious and so enormous that our practical concern is blunted.
In this volume it is clearly demonstrated that the relationship
between environment and schooling is no less pertinent in rural
areas than urban areas, although most recent attention has been
directed towards the latter. Roy Nash seeks to redress the balance
and in this wide-ranging and comprehensive analysis he examines the
educational needs of rural people both in the declining periphery
of urban Europe and in the resource-starved areas of the developing
world.
Inequalities in educational opportunity have been a persistent
feature of all school systems for generations, with conventional
explanations of differences in educational attainment tending to be
reduced to either quantitative or non-quantitative 'list' theories.
In this groundbreaking book, Roy Nash argues that a realist
framework for the sociological explanation of educational group
differences can, and must be, constructed. A move to such an
explanatory framework will allow us to take into account the social
influences of early childhood development, the later emergence of
social identities, and the nature of the social class impact of
educational and career decision-making. By building on the critical
analyses of the theories of Bourdieu, Boudon and Bernstein, this
book makes a vital contribution to the current policy and
theoretical debate about the causes of educational inequality.
Inequalities in educational opportunity have been a persistent
feature of all school systems for generations, with conventional
explanations of differences in educational attainment tending to be
reduced to either quantitative or non-quantitative 'list' theories.
In this groundbreaking book, Roy Nash argues that a realist
framework for the sociological explanation of educational group
differences can, and must be, constructed. A move to such an
explanatory framework will allow us to take into account the social
influences of early childhood development, the later emergence of
social identities, and the nature of the social class impact of
educational and career decision-making. By building on the critical
analyses of the theories of Bourdieu, Boudon and Bernstein, this
book makes a vital contribution to the current policy and
theoretical debate about the causes of educational inequality.
In industrialized societies the needs of people living in remote
and sparsely populated areas are easily overlooked, whilst in
developing countries the needs of the rural population are at once
so obvious and so enormous that our practical concern is blunted.
In this volume it is clearly demonstrated that the relationship
between environment and schooling is no less pertinent in rural
areas than urban areas, although most recent attention has been
directed towards the latter. Roy Nash seeks to redress the balance
and in this wide-ranging and comprehensive analysis he examines the
educational needs of rural people both in the declining periphery
of urban Europe and in the resource-starved areas of the developing
world.
In this study the outcome of three years participant observation
in local authority primary and secondary schools the classroom
teacher is shown to have a far greater impact upon and
responsibility for his pupils than is generally admitted. The
teacher s perceptions of the children in his class are demonstrated
to have a more important bearing on the pupils attainment than the
major factor of their social class. In carrying out this research,
Roy Nash has moved outside the mainstream tradition of educational
psychology to take into account the methods of anthropology and
sociology. He shows, by looking at the actual behaviour of teachers
and children in classrooms, and by following the pupils from
several different primary schools through to the same local
authority secondary school, how the teacher s expectations for his
pupils can act as self-fulfilling prophecies. The author s
illuminating research is illustrated with tables and with three
Appendices.
In the field of teacher expectations and pupil learning one
important psychological truth is that the pupils achievement in
learning is strongly influenced by the teachers expectations of
their level of performance, high or low. Roy Nash discusses
critically and fully important research in this area. In the belief
that research must be interpreted within an overall theory of
social action, the author relates the empirical studies which he
examines to an interactionist theory. He emphasizes the importance
of making teachers aware of the implications of what they are doing
and of the possibility of establishing wider and more educative
patterns of interaction. He shows that research into attitudes,
perceptions, or expectations is all essentially concerned with the
same problem: how teachers relate to pupils on the basis of a model
of what pupils may be.
Much of the work he discusses has direct relevance to teachers
in their day-to-day work. The research findings will help them to
become more aware of their attitudes and how these influence their
actions, and should make them more likely to give all their pupils
equal opportunities within their classes. Among the topics covered
are observational and experimental studies of teacher expectations,
the analysis of classroom climate, self-conceptions, pupils
perceptions and expectations, and the significance of
classroom-based research into teacher/pupil interaction.
|
|