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Relationships in the classroom: The child and the context
Author(s) -
Jorgenson Christabel
Publication year - 1981
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198101)18:1<73::aid-pits2310180115>3.0.co;2-s
Subject(s) - psychology , context (archaeology) , linear discriminant analysis , developmental psychology , social environment , context effect , academic achievement , primary education , mathematics education , geography , social science , archaeology , linguistics , statistics , philosophy , mathematics , sociology , word (group theory)
The primary purpose of this study was for teacher education students to develop a framework for assessing the performance of children in their current ecology or environment. To that end, data were collected relevant to child and context variables that might influence learning. Relationships between variables emerged that are of interest and provocative of further study. A discriminant analysis revealed that children who were identified as being hyperactive and as having academic problems tended to be male, Anglo, and from a large family. Although it is much too early to use this model to predict or classify, if replicated, patterns might be identified that would contribute to instructional decision making.