Managing emotionally disturbed children in regular classrooms.

Kounin, Jacob S.; Friesen, Wallace V.; Norton, Amie E.

doi:10.1037/h0022931

Cited by 53 publications

(34 citation statements)

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“…Kounin, Friesen, and Norton (1966) demonstrated adequate and inadequate "desist" teacher techniques, Amidon and Flanders (1967) discussed the relevance of openness and closedness in a teacher's verbal interactions with pupils, and behaviorists such as O' Leary and Becker (1968-69) changed student classroom behaviors by altering teacher classroom behaviors. Most recently, Grieger (1971), following Ellis (1963), speculated about the effect of the rationality of teachers' attitudes about themselves and their students on their behavior toward the students.…”

Section: Discussionmentioning

confidence: 98%

Pygmalion revisited: A loud call for caution

Grieger

1971

Interchange

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The concept of the teacher expectancy effect continues to have a major impact on educational and psychological thinking. This article reviews the literature and concludes that the teacher expectancy effect, like the experimenter expectancy effect, is more difficult to demonstrate and less pervasive than has been claimed. It suggests that the most relevant issue is determining the relevant child characteristics that significantly cause a particular teacher to form an expectation about a particular child.L'effet produit par l'espoir que place un professeur en son 61~ve continue d'exercer une influence capitale sur la pens6e et la psychologie 6ducative. Cet article passe en revue les 6tudes consacr6es ~t ce sujet et conclut que l'effet en question, tout comme dans le cas d'un exp6rimentateur, est plus difficile ~ prouver et moins g6n6ralis6 qu'on ne le pr6tend. L'auteur estime que le probl~me capital consiste ~t d6terminer chez l'enfant les caract6ristiques valables qui incitent un professeur donn6 ~ fonder particuli~rement certains espoirs sur un enfant donn6.Editor's Note: The next issue of Interchange will contain comments on Dr. Grieger's article by Robert Rosenthal and a reply by Grieger and Saavedra.It is a fact of life that people behave in predictable ways. Societal norms, group pressures, and inner expectations of success or failure, among other things, serve to order and control a person's behavior. In addition, evidence suggests that one person's expectations concerning another's behavior may serve to increase the probability of the other's behavior, in other words, to act as a self-fulfilling prophecy (Merton, 1948).Most of the evidence concerning the self-fulfilling prophecy comes from laboratory situations where researchers have claimed to demonstrate that the expectancies of a behavioral scientist can significantly influence the outcome of his experimen,ts. These instances of the self-fulfilling prophecy have been termed the experimenter expectancy effect (Rosenthal, 1966). As illustration, Rosenthal and Fode (1963) studied the maze running of rats. Using an experimental psychology class, the authors told one-half of the experimenters that their rats were "maze bright" and the other half that their rats were "maze dull." Actually, all rats were ordinary laboratory rats. Results showed that rats believed to be "maze bright" performed significantly better ,than the other rats (p<.01). Further, those experimenters who believed they had bright rats viewed their rats as more likable and pleasant, and described their behavior toward the rats as more friendly and enthusiastic. From this and similar experiments, researchers claimed the experimenter expectancy phenomenon to be both powerful and general. Barber and Silver (1968), however, argued that this conclusion is totally unwarranted. They analyzed the design and data of 31 experimenter expectancy studies and concluded that only 12 unequivocally demonstrated the phenomenon. For the other 19, they were particularly critical of (1) failures to perform overal...

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Section: Discussionmentioning

confidence: 98%

Pygmalion revisited: A loud call for caution

Grieger

1971

Interchange

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“…In defining the Activity Sequence, we drew on the work of ecological psychologists (cf. Kounin et al 1966;Kounin and Sherman 1979;Gump 1967) who, in the 1960s, began studying how certain classroom activities and arrangements shaped teacher and student behaviour. These early studies used the 'activity segment'-the particular instructional format, materials, participants, and behavioural expectations at a given moment-as their unit of study.…”

Section: Predictable 'Activity Sequence'mentioning

confidence: 99%

The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers

Reisman¹

2012

Journal of Curriculum Studies

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The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers AVISHAG REISMAN This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. This work emerges from a five-school 6-month intervention in San Francisco, 'Reading like a Historian', which found main effects for student learning across four quantitative measures: historical thinking, factual knowledge, general reasoning, and reading comprehension. The purpose here is to describe the pedagogical practices that were at the heart of the intervention; in particular, a lesson structure that is called the Document-Based Lesson. The Document-Based Lesson organized existing forms of social organization that typify social studies classrooms (e.g. lecture, recitation, seatwork, group-work, whole-class discussion), into a predictable and repeatable sequence that engaged students in the processes of historical inquiry. Rather than uproot the conventional norms and structures that define classroom behaviour, this study preserved the traditional role of the teacher and the signature activities that stand as landmarks of social studies instruction. Moreover, by providing classroom-ready materials and activities that married content knowledge and disciplinary inquiry, the Document-Based Lesson attempted to reconcile the fundamental tension in history instruction between depth and coverage.

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“…A number of studies have investigated if, and how, emotionally disturbed or learning disabled children display behaviors that are different from the behaviors of normal children in the regular-class context (Barr & McDowell, 1972;Bryan, 1974;Forness & Esveldt, 1975;Grieger & Richards, 1976;Kounin, Friesen, & Norton, 1966).…”

Section: Social Adjustment Of Other Handicapped Childrenmentioning

confidence: 99%