Getting Children to Do More Academic Work: Foot-in-the-Door versus Door-in-the-Face

Autor/inn/en	Chan, Annie Cheuk-ying; Au, Terry Kit-fong
Titel	Getting Children to Do More Academic Work: Foot-in-the-Door versus Door-in-the-Face
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 6, S.982-985 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.04.007
Schlagwörter	Foreign Countries; Worksheets; Arithmetic; Classroom Techniques; Elementary School Students; Educational Strategies; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Klassenführung; Lehrstrategie; Unterrichtserfolg; Hongkong
Abstract	In this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches--Foot-in-the-Door, Door-in-the-Face, and Single-Request--we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10