Teachers’ social orientation and classroom achievements

David Tzuriel, Hanna Golinsky

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The objectives of the study were: to investigate (a) the relation between cognitive and soda! level of functioning of low-to-moderate MR children and teachers’ cognitive and social orientation towards their students; (b) to study the relation between MR children’s cognitive and social competencies. Teachers’ orientation was hypothesized to have an impact on their effectiveness and on the MR children's competencies. The sample consisted of 120 low-to-moderate MR children (58 boys and 62 girls) with age range of 6-17 years and IQ range of 28-68 on the Stanford-Binet. AH teachers of the MR subjects were administered a questionnaire of social versus cognitive orientation. The MR subjects were administered the Peabody Picture Vocabulary Test-Revised, the Beery's Visual-Motor Integration Test and Ammon’s Quick Test and rated on the Gunzburg's Progress Assessment Chart 1 (P.A.C. 1). Children of teachers with high social orientation scored lower on the P.A.C. 1 scales of Self Care, Communication, Socialization and Occupation. This result was conceptualized as reflecting a passive-aceeptant approach towards the MR child (Feuerstein, WO). Factor analysis revealed a cognitive-linguistic factor and a social-adaptive factor with Communication from the P.A.C. and Visual-Motor Integration represented in both factors. Requests for reprints should be sent to David Tzuriel, School of Education, Bar-Ilan University, Ramat-Gan 52100, Israel, after July 1985. Before July 1985 requests should be sent to David Tzuriel at the Learning Centre, 2315 1st Ave. N.W. Calgary, Alberta, Canada T3E 5B1.

    Original languageEnglish
    Pages (from-to)9-18
    Number of pages10
    JournalBritish Journal of Mental Subnormality
    Volume31
    Issue number60
    DOIs
    StatePublished - Jan 1985

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