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ERIC Number: ED357837
Record Type: Non-Journal
Publication Date: 1991
Pages: 86
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-908916-27-2
Junior School Study. A Study of Classrooms Containing Five-Year-Olds.
McDonald, Geraldine; And Others
As part of a longitudinal examination of the New Zealand junior school (which provides the first 3 years of schooling to New Zealand pupils), a study of organizational patterns in a random selection of schools and of children's school experiences was conducted. Class activities in a sample of junior school classrooms located in seven state schools, two integrated schools, and one private school were videorecorded. The videorecordings and interviews with teachers and children provided information on the proportion of time spent on different areas of the curriculum; the kind of groupings in which children were taught; and the average amount of time spent in class, small groups, or individual groupings. The ways in which children were taught to think intelligently and behave morally were also studied, as were children's reactions to school. Initial study findings, based on videorecordings made in 1989 of classrooms containing 5-year-old children, included the following: (1) 43% of the day was spent on literacy acquisition, 7% on oral language skills, and 13% on mathematics; (2) approximately half the day was spent in whole class groupings; (3) thinking skills were taught primarily during teacher-led sessions on the study of written texts; and (4) although all schools presented similar moral concepts, the ways in which the concepts were presented constituted the major differences between state, integrated, and private schools. (AC)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: Ministry of Education, Wellington (New Zealand).
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers - Location: New Zealand