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ERIC Number: ED064667
Record Type: RIE
Publication Date: 1972-Apr-30
Pages: 331
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relationship Between Teacher-Pupil Value Disparities and the Academic Achievement, Classroom Behavior, and School Adjustment of Elementary Children. Final Report.
Guilford, Joan S.; And Others
The purpose of this project was (a) to improve an existing measure of the values of young children and (b) to explore possible relationships between these values and other variables: adjustment to school; achievement in school; congruities with teacher; sex; ethnic group; and grade level. The previous year's project involved the development of an objective, self-administering inventory designed to measure the values of young children. The Values Inventory for Children (VIC) originally contained 60 pictorial items; and was administered in the Fall of 1970, to 996 children in grades one through three from five ethnic groups: Mexican-American, Oriental, Anglo, Negro, and Indian. The general conclusion from this study is that values do play a part in the adjustment of the child to school and in his achievement although it was impossible in this study to determine exactly how much they contribute over and above the child's ability since no precise measure of ability was available. It was also concluded that the more like the teacher a child is to start with at the beginning of the school year and the more he becomes like her over eight months, the better he will do in school. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: General Behavioral Systems, Inc., Torrance, CA.
Identifiers: N/A