An exploratory study of young children's attitudes toward school

1967 ◽  
Author(s):  
Sandra R. Cohen
Keyword(s):  
Exploratory Study ◽  
Attitudes Toward School ◽  
Children's Attitudes

scholarly journals Primary Children's Attitudes toward Reading in Male and Female Teachers' Classrooms: An Exploratory Study

1980 ◽  
Vol 12 (3) ◽  
pp. 255-257 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Statistical Analysis ◽  
Exploratory Study ◽  
School Attitudes ◽  
Second Grade ◽  
Female Teacher ◽  
Attitudes Toward Reading ◽  
Male And Female ◽  
Teacher Gender ◽  
Female Teachers ◽  
Children's Attitudes

This study was designed to investigate the effects of teachers' gender on primary children's attitudes toward reading. 141 children, second grade boys and girls, from male and female teacher classrooms, were administered the Survey of School Attitudes. Results of statistical analysis revealed significant differences in attitude dependent upon teacher gender.

Children's Attitudes Toward School Measure

2007 ◽  
Author(s):  
Gary T. Henry ◽  
Andrew J. Mashburn ◽  
Timothy Konold
Keyword(s):  
Attitudes Toward School ◽  
Children's Attitudes

Developing and Evaluating a Measure of Young Children's Attitudes Toward School and Learning

2007 ◽  
Vol 25 (3) ◽  
pp. 271-284 ◽  
Author(s):  
Gary T. Henry ◽  
Andrew J. Mashburn ◽  
Timothy Konold
Keyword(s):  
Attitudes Toward School ◽  
Children's Attitudes

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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