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ERIC Number: ED195547
Record Type: RIE
Publication Date: 1980-Feb
Pages: 38
Abstractor: N/A
Reference Count: 0
Beginning the School Year at a Low SES Junior High: Three Case Studies. R&D Report Number 6104.
Sanford, Julie P.; Evertson, Carolyn M.
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.