Literaturnachweis - Detailanzeige
| Autor/inn/en | Baker, Jean M.; und weitere |
|---|---|
| Institution | Arizona Univ., Tucson. Arizona Center for Early Childhood Education. |
| Titel | Bicultural Socialization: A Group Process Approach to Bilingual Instruction. Case Study Reports. |
| Quelle | (1971), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Antisocial Behavior; Behavior Change; Bilingual Education; Case Studies; Group Behavior; Leadership Training; Methods Research; Positive Reinforcement; Reading Habits; Reading Interests; Rewards; Student Behavior |
| Abstract | Three studies were carried out to explore and evaluate alternative methods of meeting the objectives of a bilingual education project. The first study explored children's book usage behaviors and how these behaviors were influenced by the requirement to fill out book reports and a reward reinforcement. It was found (1) that fewer children sampled books as a result of the report requirement, but those who did tended to stick with one book and read it more thoroughly and (2) that the reward reinforcement system had a significant effect on encouraging reading and reporting. The second case study investigated a second-grade boy's extremely disruptive behavior in the classroom. Recorded data showed that when the teacher used positive social reinforcement and a token system to encourage good behaviors, frequency of the disruptive behavior dropped immensely, but it climbed up again when the token system was discontinued. The third study dealt with children's leadership behaviors. Data on children's behavior were collected at different phases before and after a training on group participation and leadership. Results showed that the training had positive effects on children's behavior and attitude. Tables and charts are included. (AW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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