Two samples representing rural (N =390) and city (N =454) children were tested before and after transferring to secondary school in an attempt to determine the nature of individual reactions to school transfer. Measures used included ability, achievement, attitude to school, and personality. Cluster analysis applied independently to these two samples identified six subgroups showing different patterns of adjustment. Two of these reactions were considered particularly important. One, labelled disenchanted, characterised able children showing poor adjustment and academic deterioration. The other, described as worried, associated low ability with high anxiety, and poor self-concept. Since the six reactions were replicated across both samples it is suggested that they comprise widely occurring reactions to school transfer.
The results suggest that a non-linear methodology may be required to isolate relationships between self-concept, personality and attainment, especially where gender effects may exist.
This work describes a questionnaire survey conducted in a county in central Portugal. The intention was to ascertain preschool teachers' opinions about early literacy development and its place in preschool education, and to investigate the skills and knowledge seen by teachers as important for early reading and writing development.The results show that, overall, teachers regard preschool education as important for future literacy acquisition, but the majority do not think that early literacy activities should always be part of the preschool curriculum. Concerning the skills that they perceive as important in terms of literacy development, greater emphasis was attributed to verbal, perceptual (auditory and visual) and fine motor skills. Letter/sound knowledge and phonological awareness were considered the least important. Various inferences are drawn, and recommendations for future policy decisions are offered.
RESUME Les opinions des professeurs portugais du prdscolaire d propos du dkveloppement de l'alphabdtisation chez les jeunes enfantsLe but global de cette ttude est d'examiner si les professeurs du prkscolaire sont conscients des changements qui se produisent dans notre approche de alphabttisation, ou si l'on se posait la question: Est-ce que les professeurs de maternelle prennent en considkration la quantitk d 'information qui tmerge A propos du dtveloppement de l'alphabttisation chez les jeunes enfants?Le premier objectif de cette ttude est d'obtenir les points de vue des professeurs du prtscolaire sur la r61e de l'tducation maternelle dans le dtveloppement de
The five-scale structure exhibits good cross-validation characteristics and supports revealing analyses of relationships within the substantive study. Its 52-item format is suitable for research or exploratory use within its intended FE context.
Summary.
A great deal of research effort has sought to identify factors associated with successful academic performance. The more consistent findings suggest generally that intellectual ability and previous examination performance are the strongest determinants of attainment, whilst within the dispositional domain of personality, extraversion and emotional stability claim some importance, albeit that findings in the latter area have been surprisingly inconclusive. This paper reports the findings of a study which examined the dispositional associates of GCE O‐/A‐level performance, employing a sample of 356 two‐year, full‐time GCE A‐level students who entered further education and sixth form colleges immediately after completing their fifth form work in schools. A method of cluster analysis was used to identify student types based on selected dispositional characteristics. Within‐cluster regression analysis was then employed in order to determine the relative weight attached to the student dispositional characteristics in explaining their GCE O‐and A‐level performance. The potential of the clusters is confirmed by the high predictive power associated with the multiple regression model employed and, in particular, the considerable explanatory power associated with the students' measured dispositional characteristics.
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