Beginning the School Year at a Low SES Junior High: Three Case Studies. R&D Report Number 6104.

Autor/inn/en	Sanford, Julie P.; Evertson, Carolyn M.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Beginning the School Year at a Low SES Junior High: Three Case Studies. R&D Report Number 6104.
Quelle	(1980), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Patterns; Class Activities; Classroom Environment; Classroom Techniques; Junior High Schools; Low Income Groups; Minority Groups; Socioeconomic Status; Student Behavior; Teacher Behavior; Teacher Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Klassenführung; Sekundarstufe I; Ethnische Minderheit; Socio-economic status; Sozioökonomischer Status; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Teachers in low socioeconomic status minority schools face some special problems in establishing productive learning climates within their classrooms. The beginning of the school year can be crucial to teaching success in these schools. Case studies are presented of three different teachers teaching in a single low socioeconomic, minority junior high. Comparison is made of classroom activities, organizational strategies, and student behavior in the classrooms of three teachers of varying managerial effectiveness. Concrete illustrations are provided of some beginning-of-school teaching strategies which appear to work in such a setting. The teachers were observed in the opening days of school and six times throughout the year. It was concluded from these observations that what teachers do to establish a productive classroom climate and to orient students in the first few days of school is an important determinant of classroom management and teaching success in junior high school. However, without continuing, consistent enforcement of the rules and behavior standards set in the first days, a productive classroom climate may deteriorate rapidly. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01