ERIC Number: ED264961
Record Type: Non-Journal
Publication Date: 1985-Nov
Reference Count: N/A
Socialization into the Student Role: Teacher and Student Influences. Research Series No. 160.
Anderson, Ariel L. H.; And Others
This study examined the influence of a variety of student- and teacher-level variables on third through fifth grade children's socialization into the elementary school student role. Both content knowledge (i.e., knowledge of classroom rules and norms) and process knowledge (i.e., social problem-solving ability) aspects of the socialization process were explored. Throughout the paper two classroom-socialization domains were considered: adaptation to classroom task and interpersonal demands. Two primary teacher variables were examined: teacher socialization priority (task versus interpersonal focus) and teacher control orientation. Briefly, results indicated that teachers' socialization priorities have an impact on students' understanding of the normative structure of the classroom environment (content knowledge) and that teachers' control orientation was related to children's ability to socially solve (process knowledge), particularly in the task domain. Different student-level variables were found to predict social problem-solving ability in the task and interpersonal domains. (Author/DST)
Descriptors: Adjustment (to Environment), Behavior Standards, Classroom Environment, Classroom Techniques, Discipline, Elementary Education, Elementary School Students, Elementary School Teachers, Interpersonal Competence, Interviews, Social Behavior, Socialization, Student Role, Teacher Influence
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.