Ideals of upper elementary school children

Abstract

447variables. Thus, special education and regular classroom teachers of urban disadvantaged youths appear quite similar in terms of the positive classroom behaviors that they value most highly in children.In future research it would be desirable to conduct a large-scale study of the relationship, if any, between teachers' values and pupil behavior changes in both the academic and personal-social areas. One could examine the extent to which teacher values are shared by the parents of the classroom children. Such an investigation would help to determine whether the values of teachers are related more to their personal background and philosophy or to the needs and cultures of the children whom they serve. I n those instances in which teachers and parents are found to share common behavioral objectives for the child, the researcher might investigate the techniques whereby they could work together to achieve these common goals. For instance, Hawkins and Sluyter (1972) recommend that teachers send letters home that describe a child's progress on certain behaviors. Parents then are to reward the child for appropriate behavior in these areas. The Children's Village Dobbs Ferry, N. Y. 10522 REFERENCES HAWKINS, 11. P., dz SLurrm, D. J. Modification of achievement by tl simple technique irivolving MASLOW, A. H, Motivation and personality. New York: Harper, 1954. TORRANCE, E. P. Rewarding creative behavior. Englewood Cliffs, N.

Early childhood professionals' perception of their occupational worth

“…Career choice also partially depended on marital status, age, and income (Piotrkowski & Crits-Christoph, 1981). Most early prewar female labor participation was attributed to older women who had completed the child-rearing phase of their life cycles (Rudd & McKenry, 1980 (Getty & Cahn, 1981;Jennings, 1975;Papalia & Tennent, 1975), elementary school (Hawkes, 1973;Looft, 1971a;Siegel, 1973), high school (Barnett, 1975;Bogie, 1976;Marini, 1978), and college (Epstein & Broncraft, 1978;Tangri, 1972). Females learned early and remembered long that career choice was relatively sex restricted.…”