Pupil-Teacher Adjustment and Mutual Adaptation in *Educational Environment

165 Pages·2007·3.6 MB·English

DOCUMENT RESUME
ED 068 416
SO 004 810
AUTHOR
Fox, Robert S.; And Others
TITLE
Pupil-Teacher Adjustment and Mutual Adaptation in
Creating Classroom Learning Environments. Final
Report.
INSTITUTION
Michigan Univ., Ann Arbor. Inst. for Social
Research.
SPONS AGENCY
Office of Education (DHEW), Washington, D.C.
REPORT NO
Cooperative Research Project 1167
PUB DATE
64
NOTE
164p.
EDRS PRICE
MF-$0.65 HC-$6.58
DESCRIPTORS
*Academic Performance; *Behavioral Science Research;
*Classroom Environment; Classroom Research;
*Educational Environment; Elementary Grades; Group
Relations; Human Development; Interpersonal
Relationship; Learning; Parent Attitudes; Peer
Relationship; Power Structure; Secondary Grades;
Social Influences; *Social Psychology; Sociometric
Techniques; Student Attitudes; Student Motivation;
Student Teacher Relationship; Teacher Attitudes
ABSTRACT
This investigation is directed toward an analysis of
the dynamics of the learning situations in a variety of public school
elementary and secondary classrooms. The focus of the project is to
make a comparative analysis of the patterns of cooperation
or
alienation among parents, teachers, peers and individual pupils which
create learning cultures of differing productivity. Questionnaires
and group interviews with teachers and pupils and classroom
observation provide the data for evaluation. Investigation and
analysis is made in the following areas: the determinants and effects
of a pupil's perception of his parents* attitudes toward school; the
relationships of peer liking patterns in the classroom to pupil
attitudes and performance; the relationship of teacher attitudes to
pupil attitudes and performance; the relative impact of parent,
peer,
and teacher factors on pupil performance; and the determinants and
effects of teacher-pupil compatibility patterns. An appendix contains
the sociometric questions used in the collection of data. This
document was previously submitted as ED 001 230. (Several pages
may
be light.) (Author/SHM)
.
PUPILTEACHER ADJUSTMENT AND MUTUAL
ADAPTATION
IN CREATING CLASSROOM LEARNING
ENVIRONMENTS
PROJECT NO. 1161
COOPERATIVE
RESEARCH.
Robert S. Fox
Ronald 0. Lippitt
Richard A. Schmuck
II
I
II
k
INSTITUTE FOR SOCIAL RESEARCH
UNIVERSITY OF MICHIGAN
U.S. DEPARTMENT OF
HEALTH.
EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS
BEEN REPRO.
DUCED EXACTLY AS
RECEIVED FROM
THE PERSON OR
ORGANIZATION ORIG
INATING IT POINTS OF
VIEW OR OPIN
IONS STATED 00 NOT
NECESSARILY
REPRESENT OFFICIAL OFFICE
OF EOU-
CATION POSITION OR
POLICY
Pupil-Teacher Adjustment and
Mutual Adaptation in Creating
Classroom Learning Environments
by
Robert S. Fox
Ronald O. Lippitt
Richard A. Schmuck
With Collaboration of
David Epperson
Margaret uszki
Elmer Van Egmond
Final Report
January, 1964
U.S. Department of Health,
Education, and Welfare
Office of Education
Cooperative Research Project No
1167
Inter-Center Program of Research
on Children
Youth, and Family Life
Institute for Social Research
The University of Michigan
2
PYE;7.CE
The school provides one of the two mai:
socialization cultures"
for the child.
Tits impact is exerted nn his life space tnrougn his
parti-
cipation, five days a week, nine months a year
in the interaction and
activities of the school.
Through sclpol pollcies, selected curriculum
materials and professionally !:rainc_d tescners, the school
assumes resvnsi
bility for a variety of s.ncialization tasks communication of knowledge
about the physica:, biological; social
economic,, and political environ-
ments; teaching skills of acquiring and
Isl.-1g knowledge in tie solving
of problems; forming values and attitudes about standards 3f achievement,
morals, interpersonal orientations. and self wortn.
The type of collaboration between pupil and teacher in the
acceptance of these goals and ways of wnrkilg toward them ia crucial
to
the efficient transmission of the cuItur,:. and to the development and
growtn of criati-Je contributions t: the culture,.
This project is directed tward an aaly,is
tne dynam:cs of
,f
the learning situations in a variety of p-Alit school classrooms,
The
focus of the project is to make a comparative analysis of
tna patte,n:, of
cooperation or alienation among parents
teachers. peers and individual
pupils which create learning c Itures of differing productivity in about
30 classrooms at elementary and secondary levels in
setren different
school systems.
For a period of more than ten years a team of social scientists
and educators at The Uni.versity of Michigan hare been interested
in gaining
of tne in:Ferperl:Jnal dynami:i
a clearer underfitand:iF
learner acnte,:emenc as w,ell a: 1mpr-)711g t
a
as
Of enharrAng
meari
state of mental hell th of puoi 1 s
1953 eff7r
probl-gris
7.1
by
73
1,T.7 p7,v!r
7
)
ineffective child in -_na classroom 1.ed
socially
an appr,::..i.a.:a
J1
the central role played by
pea: group in any arremp-
3:M
7.1,1 CiA
modify the "learn: ng atmospleca" f
ne chi id
r
E 3
pointed to pen:: i
imit.)T:ant s:pporter;
rne
r
71':y
i
Further
f clasreroom at:nospne.r.i...s
lee
TOOM.
3
of some diagnostic to.-As vr,icn
tne
to
Dit=0
;1
information they needed abort
and paretic;
70
cnange the sl.tiz-11 for ch
designed
cii:d
1:,3
This project...,
group,
a study of -Pup] i Teacrier .Adj.stmen-.
4dapta ti an i
.7:...rescing
ng
0:r:11
f. e. a
data from classrooms of a
) later
.iarg.E., variety ot
studied data like tnese on '.71.eir own ciaisr,:,oms and 7.--led
thing to improve toe lea7nine and meal nea
11 t-e
7.'ha ma yit in-ere
room.
1 o:king
7.1
a _
s
psychologiza_ factors link-..ng pr
pars.ncs
id
1 1C-, 11 dr
pupils :n creacing
c1a ...ero-.31 learning arm7.sp-.e.-fts..
The projct Tea, .supp:1--..ed
-77r -.he perioci 1939 7.9 1963 by
a grant from the
OffiLre
7.--cuc.a-i:n
No. 1167),
Bober:
were r1-2. principal
Ronald
S. FOX ad
gators.
P.icnard Sc-imuck and
co.:-a:n
Fgniond
...1a1;.,.
ators.
Margaret Lusk: and La/id r-..ppeon -vere
mapr
throughout tie study.
Substantial contributions were made by Mark
a research
.TheJ.,r
assistant; Mabel Kaufman, a classro.m reacher
he researr.h tEaM
nn
interviewer and analyst: .'amen wigle
statistical assistant, Dnna:d
Criffin, field assistant; .:aques Lode and Oscar Al
re3,ii7cn
e.t.:
Special thanks are given Karel Donahue,
tne secretary typist of
the project,
Mrs. Donahue was assisted in typing the
manuscript by
Carol Tomke and Karen Bergemann.
The quality of interpersonal relationships
anpng the ream mem
bers and the helpful interaction
among the project staff at a.1 :rage!)
of the project's development.- are re:.sponsible
in large
successful concL.Isiono
iv
TABLE O
:ONTE13:3
Preface
ii
List of Tables and Figures
Ji
Chapter
Page
I.
A Look At the Classroom
Learning
vironment,
The Classroom Learning
En-7ironment '73nceptuaiized.
33
Research Methods and Variables,
67
IV.
Pupil Perceptions of Parental
Attitudes Toward
School.
Some Relationships of Peer
;elatinns in the
Classroom to Pupil Attitudes
and rerformilce.
98
VI.
Some Relationships of
Teacher as iocial,Fmotional
Affiliate to Pupil At.:it-Jdes
a71 Performance.
110
VII.
Parent, Peer, Teacher and
individual Pupil
Factors in Creating Classroom
learning
Environments.
115
VIII.
Summary and Conclusic,ns.
138
Bibliography
144
Appendix
143
LIST OF TABLES AND FIGURES
TABLE
PAGE
Consensus Among Classmates in Rating Highest and Lowest Child..
16
1,
Consensus Among Classmates in Rating One Another on Power,
2.
Liking and Expertness
16
26 &
Initial Types of Low Power and High Power Children (2nd Grade).
3.
27
28 &
Initial Types of Low Power and High Power Children (5th Grade).
4.
29
Composition of the Sample
68
5.
Distributions of Familial Social Class and Parental Education
6.
in the Sample
71
Pupil Perceived Parental Support and Parental Education
7.
82
Pupil Perceived Maternal Support and Mothers' Employment
8.
84
Pupil Perceived Parental Support and Pupil Age
9.
85
10.
Pupil Perceived Parental Support and Attitude Toward Self
86
11.
Pupil Perceived Parental Support and Attitude Toward School
87
12.
Pupil Perceived Parental Support and Utilization of Abilities
at Three Age Levels
88
13.
Pupil Perceived Parental Support, Sociometric Status in
the
Peer Group, and Utilization of Abilities
92
14.
Liking Structural Types and Pupil Accuracy in Estimating
Status
99
Pupil Accuracy in Cognizing Low Status in Three Liking
15.
Structures
100
16.
Actual Liking Status, Cognized Liking Status and Utilization
of
Abilities
1:)1
17.
Actual Liking Status, Cognized Liking Status and
Attitude
Toward Self
102
18.
Actual Liking Status, Cognized Liking Status and
Attitude
Toward School
103
19.
Actual Liking Status and Utilization with High Potency
of
Involvement
105
vi
Actual Liking St3t.13 and -tilization w,
2.).
or
,w F)tency
t1
Involvement
05
,.yo,
1%4,
4
21.
Actual Liking Status and Attitude Toward .Self with
"t4igh
Potency of ".evolvement.
105
,
22.
Actual liking Status and Attitude Toward Self
with 1i,, 01t.ancy
of involvement
,o
105
..
23,
Attitude Toward Self of Pupils 4.1gnly .nvol4ed
in the Peer
..,. ...
Group for Three liking Strictures.
106
.44,
24,
Number of Pupils Tsolated from toe Teacne.r and
Their Degree of
Being Liked by the Teacher,....--,...,.....
110
25.
Number of Pupils. Expressing Peelings of Being :eked
by the
Teacher and Their Degree of Isolation from
lit
26.
Number of Pupils isolated from 0,.e Teacher and
'heir Degree of
Dissatisfaction with the
27.
Number of Pupils Dissatisfied with "hem
elves and Their Degree
of Dissatisfactin with the Teachev.....
112
28.
Number of Pupils isolated from
the Teacne- and Their Attitude
29.
Number of Pupils Manifesting Nigh and low
tilization and Their
30,
A Comparison of irls and Boys
on
7.1.1?ir 'tilizanm of
T.ntelligenr.e....400u00n44.0404000004040onOnuM104,o140100,20
16
4ropo
31.
The Relationship Between Social 7.1.ass
.:tilization for
irl
a
4200000,00010,00
andBoys,.
117
4 0
"
32,
The Relationsnip Between Perceived
Peer (.1-oup Statis and
7:tilization for Cirls and
18
33.
The Relationship Between Satifactior,
with tree "cacher and
:tilization for (irls and
119
34,
The Relaticmship Between Perceived
Parental Support of Sci-1,-,91
and ,t.ilization for Cirls and
Boys
120
35.
Peer Status and Satisfaction with
the Teacner
to
Utilization for
121
36.
Social Class and Peer Group Status
in Relation to :tilization
122
TABLE
PAC.E
Social Class and Satisfaction with the Teacher in Relation
37.
to Utilization for Girls,........ .....
123
.........
......
Social Class and Perceived Parental Support in Relation to
38.
Utilization for Girls
124
Perceived Peer Status and Satisfaction with Teacher in Relation
39.
to Utilization for Girls
125
Perceived Parental Support and Satisfaction with Teacher in
40.
Relation to ailization for Girls
126
Perceived Per Status and Satisfaction with Teacher in Relation
41,
to Utilization for Lower Middle Class Girls
127
Perceived Parental Support and Satisfaction with Teacher in
42,
Relation to Utilization for Lower Middle Class Girls
128
Perceived Parental Support, Peer Status, and Satisfaction with
43.
Teacher in Relation to Utilization for Lower Middle Class
Pupils (Boys and Girls)
129
Analysis of the Variation Contributed by Intelligence and
44.
Performance on the Part of Pupils to Teacher-Pupil Compatibility
134
Analysis of the Variation Contributed by Sex of Pupil and
45.
Teacher to Pupil-Teacher Compatibility
136
FIGURE
RAGE
Attributed Social Power, 2nd Grade.
1,
..... .,.. ..........
7
Attributed Liking, 2nd Grade
2.
9
Attributed Expertness, 2nd Grade
3.
...... 0. ...... .......... ......
10
Attributed Social Power, Liking: and Expertness, 2nd Grade...,
4.
11
Attributed Social Power, Liking, and Expertness, Stn Grade....
5.
13
Range of Sociometric Choices
6.
14
Basis and Development of Interpersonal Resources of the Child
7.
36
Basis and Development of Role Resources of Teacher
8.
39
Reference Figures and Multiple Loyalties for the Pupil
9.
43
Reference Figures and Multiple Loyalties for the Teacher
10.
50
The Interpersonal Circular Resource-Exchange Process
11.
54
9
viii