Chameleons in the Classroom: visible and invisible children in nursery and infant classrooms

Morgan, Valerie; Dunn, Seamus

doi:10.1080/0013191880400101

Cited by 32 publications

(11 citation statements)

References 5 publications

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“…Studies have suggested that boys might be less likely to decrease their externalizing behaviours than their internalizing behaviours (Pianta and Caldwell, 1990). Morgan and Dunn (1988) and Fagot (1984) pointed out that one reason may be that externalizing behaviours are more acceptable for boys in our culture than are boys' internalizing behaviours and also more acceptable for boys than for girls. Girls might therefore be more likely than boys to decrease their externalizing behaviours.…”

Section: Child Behaviour Problems: Stability Change and Sex Differementioning

confidence: 95%

“…Morgan and Dunn (1988) and Fagot (1984) pointed out that there is more general acceptance of boys' externalizing behaviours than of girls' externalizing behaviours. However, in the classroom this may not always be the case.…”

Section: Negative Changementioning

confidence: 96%

“…A positive change in internalizing behaviours might also be a result of many teacher-initiated contacts with a child (Fagot, 1984). It is possible that the teachers initiated more contacts with the boys who had a high level of internalizing behaviours than they did with the girls because they were more concerned about a boy who showed behaviours that were not in accordance with gender expectations (Morgan and Dunn, 1988).…”

Section: Positive Changementioning

confidence: 98%

“…Because internalizing behaviours in girls are more in accordance with teacher expectations and cultural norms (Morgan and Dunn, 1988), girls might be less likely to change such behaviours than boys are. Fischer et al (1984) suggested that the internalizing problems could have different aetiologies in the sexes and that a stable type of this behaviour problem develops earlier in girls than in boys.…”

Section: Child Behaviour Problems: Stability Change and Sex Differementioning

confidence: 99%

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Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6-yearolds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were.

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Section: Child Behaviour Problems: Stability Change and Sex Differementioning

confidence: 95%

Section: Negative Changementioning

confidence: 96%

Section: Positive Changementioning

confidence: 98%

Section: Child Behaviour Problems: Stability Change and Sex Differementioning

confidence: 99%

See 2 more Smart Citations

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

View full text Add to dashboard Cite

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“…And, as Howe (1997) indicates, where this scaffolding is in operation, the teacher can only interact with one child (or a very small number of children) at a time and interactions with preferred pupils may take place. Preferred interactions may be related to perceived ability level (Morgan & Dunn, 1988) and particular liking by gender or other characteristics (Jones & Greig, 1994;Myhill, 2002). Teacher-pupil interaction is, thus, related to control of classroom knowledge and behaviour, and has been found to encourage or inhibit academic achievement (Topping, 1983) -setting a didactic form of social pedagogy within classrooms.…”

Section: Towards a Social Pedagogy Of The Classroommentioning

confidence: 98%

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

2005

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Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom "mapping" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom.

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References

2009

Peer Groups and Children's Development

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Chameleons in the Classroom: visible and invisible children in nursery and infant classrooms

Cited by 32 publications

References 5 publications

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

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