Literacy, Self-esteem and Locus of Control

Autor/inn/en	Galbraith, Alison; Alexander, Joy
Titel	Literacy, Self-esteem and Locus of Control
Quelle	In: Support for Learning, 20 (2005) 1, S.28-34 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.0268-2141.2005.00357.x
Schlagwörter	Teaching Methods; Psychotherapy; Locus of Control; Academic Achievement; Reading Instruction; Literacy Education; Self Esteem; Self Concept + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Psychotherapie; Schulleistung; Leseunterricht; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept
Abstract	In this article, Alison Galbraith and Joy Alexander use case studies of a group of primary school pupils to examine the efficacy of an integrated, eclectic approach to the teaching of literacy, including whether constructs such as self-concept and self-esteem have a bearing on academic achievement. Circle Time activities, interactive teaching methods and discussion based on the principles of Solution Focused Brief Therapy aim to improve self-esteem and internalise locus of control in children. Significant improvements in the reading scores of the target children are concurrently achieved with improved self-esteem and locus of control scores, suggesting the usefulness of the teacher acting simultaneously as instructor, scaffolder and iconoclast. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10