Linked Life Data

2342857

Source:http://linkedlifedata.com/resource/pubmed/id/2342857

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
2
pubmed:dateCreated
1990-6-27
pubmed:abstractText
This study was designed to characterize the quality and quantity of interactions between students and significant others in the processing of new information during classroom activities. I wanted to test the hypothesis that black children, from moderate to low income urban environments, tend to have a more socially active cognitive style than their white peers in the performance of classroom tasks. Five different English classes, all 8th graders in a single junior high school (total of 114 black and white boys and girls), were observed in the same environment at different intervals to identify differences in the number of interactions between boys and girls, by racial groups. Classroom lessons and related activities were videotaped. The recorded activity was tabulated and rated by 3 trained observers. Black children more than white, and boys more than girls, initiated interactions with peers in the classroom in performing assigned tasks. This social interaction also showed that (1) 76% of the observed classroom time, subjects as a group were observed on-task and (2) pupils' interactions with their selected targets (classmates and their teacher) were 87% positive, and (3) relatively few interactions could be classified as disruptive.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Apr
pubmed:issn
0031-5125
pubmed:author
pubmed:issnType
Print
pubmed:volume
70
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
563-9
pubmed:dateRevised
2004-11-17
pubmed:meshHeading
pubmed:year
1990
pubmed:articleTitle
Assessment of students' behavioral interactions during on-task classroom activities.
pubmed:affiliation
Early Childhood Education, West Georgia College, Carrollton 30118.
pubmed:publicationType
Journal Article