Literaturnachweis - Detailanzeige
| Autor/inn/en | MAYER, G. ROY; und weitere |
|---|---|
| Titel | THE ELEMENTARY SCHOOL COUNSELOR AND TEACHER-PUPIL RELATIONS. |
| Quelle | , (15 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Variance; Classroom Environment; Elementary Education; School Guidance; Self Concept; Sociometric Techniques; Speeches; Student Attitudes; Student Teacher Relationship |
| Abstract | AN ATTEMPT WAS MADE TO ASSESS THE EFFECTS OF ELEMENTARY SCHOOL COUNSELORS ON FIFTH- AND SIXTH-GRADE TEACHER-PUPIL RELATIONS. A MODIFIED SOCIOMETRIC DEVICE, THE TEACHER-PUPIL RELATIONSHIP SCALE, WAS SELECTED AS THE CRITERION. FROM EACH OF SEVEN CLASSROOMS, AN EQUAL NUMBER OF SUBJECTS WAS RANDOMLY ASSIGNED TO EACH OF THREE TREATMENT CONDITIONS--COUNSELING, TEACHER-GUIDANCE, AND CONTROL. ON THE BASIS OF MICHIGAN STUDENT QUESTIONNAIRE SCORES, FOUR OF THE SEVEN CLASSROOMS WERE CLASSIFIED AS "DIRECTIVE," AND THREE AS "INDIRECTIVE." THE RESULTS INDICATED THAT THE EFFECT COUNSELORS HAVE ON TEACHER-PUPIL RELATIONS MIGHT DEPEND ON THE TYPE OF CLASSROOM ENVIRONMENT FROM WHICH THEIR COUNSELEES COME. COUNSELORS WERE FOUND TO ENHANCE TEACHER-PUPIL RELATIONS IN "INDIRECTIVE" TYPES OF CLASSROOMS, BUT TO HAVE LITTLE EFFECT ON TEACHER-PUPIL RELATIONS IN "DIRECTIVE" CLASSROOMS. (AUTHOR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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