Download Peer Groups and Children's Development by Christine Howe PDF

By Christine Howe

Peer teams and Children’s Development considers the reports of school-aged youngsters with their peer teams and its implications for his or her social, own and highbrow improvement

  • Focuses at the peer staff reports of kids attending institution in Western societies, from 5 years of age via to adolescence
  • Considers peer teams in school rooms, friendships made inside and outdoors of college, and the teams that youngsters perform for extra-curricular activities
  • Includes a last precis which brings jointly the numerous implications for thought, coverage and practice
  • Unique in that no different quantity stories and integrates literature on the subject of peer teams in either lecture room and out-of-class settings
  • Addresses the learn pursuits of psychologists and educationalists, in addition to the sensible issues of academics, mom and dad, counsellors, and coverage makers

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Sample text

This is that teaching in the schools in India and Russia that featured in the research was conducted exclusively at the whole-class level. No use of subgroups was detected. Furthermore, while the schools in England, France, and the United States all made use of subgroups to some degree, usage proved to be considerably more extensive in England and the United States than it was in France. Osborn (2001; with Broadfoot, McNess, Raven, Planel, & Triggs, 2003) compared practices in Denmark, England, and France, using questionnaires, interviews, documentary analysis, and observations of teachers and pupils.

Moreover, they did this in a fashion that allows potentially confounding characteristics of pupils and teachers to be controlled for statistically. Focusing on mathematics and computer science, Webb conducts comparable analyses via systematic comparison of correlations. Lou et al. base their analyses on 20 published studies, which (inevitably) overlap with the 19 published studies considered by Webb. Both Lou et al. and Webb conclude that, overall, there is little evidence for differences between ability-based subgroups and mixedability subgroups as regards pupil attainment.

Specifically, mathematics, language, and the Roman Empire were all studied in such subgroups. Thus, the analysis to follow considers first the basic organizational unit—the classroom in the case of schools—and then any constituent subgroups. In both cases, the key issue is the parameters of group composition in addition to the underlying constant that groups comprise peers. The critical features of composition overlap across the two layers and, indeed, prove to be interconnected. Nevertheless, there is also one striking difference: while the basic organizational unit is universal in the sense discussed already, there is considerable cross-cultural and intra-cultural variability in the use of subgroups.

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