Teachers' and Parents' Perceptions toward the Affects of Social Skills Training on Reading and Mathematical Achievement of Young African American Males.

Autor/inn/en	Taylor, George; Nixon, Lois
Titel	Teachers' and Parents' Perceptions toward the Affects of Social Skills Training on Reading and Mathematical Achievement of Young African American Males.
Quelle	(1996), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Achievement Gains; Behavior Change; Black Students; Elementary School Students; Interpersonal Competence; Low Achievement; Males; Mathematics Achievement; Parent Attitudes; Primary Education; Reading Achievement; Social Adjustment; Social Development; Student Motivation; Teacher Attitudes + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Interpersonale Kompetenz; Unterdurchschnittliche Leistung; Male; Männliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Primarbereich; Leseleistung; Soziale Anpassung; Soziale Entwicklung; Schulische Motivation; Lehrerverhalten
Abstract	A structured social skills program was developed for young African American males (N=33), in grades one and two in an urban setting. The study was designed to employ social skills to improve reading and mathematics skills. The students selected had demonstrated previous social skill deficits as determined by a pre-assessment instrument. These deficits included poor attendance, poor interpersonal skills, stress, poor organization and study skills, and destructive and aggressive behaviors. The structured social skills program was conducted over a one year period. Activities included techniques for: improving bonding; attention; belonging; recognition of the students' roles and positions in a group; developing confidence and motivation; caring; problem solving; and other social behaviors. Evidence of change was recorded on a student assessment profile. Results were also computed for reading and mathematics grades. Findings indicated that the students showed significant improvement in interpersonal skills and reading and mathematics achievement. Follow-up with students' parents and teachers also indicated that the program was successful. The program could be improved if school resources are integrated towards changes in behavior, families are more involved, and a longer period of study and follow-up is used. (Contains 22 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC