Titlebook: School Desegregation; A long-term study Harold B. Gerard,Norman Miller Book 1975 Springer Science+Business Media New York 1975 District.chi

征兵

Choreography

救護(hù)車

The Historical Setting,ncies for social preservation and for inducting youth into the ways of society. In the present they are also being called upon to help produce a basic reform in the way Americans behave toward one another—a rare and fateful challenge indeed.

吸引力

The School Experience and Adjustment,) that the desegregation process too—as generally implemented during the 1960s—may well have been psychologically debilitating for minority children. There is a need for research into questions of adjustment, both of minority and majority children, as affected by school experiences—particularly the desegregation of school systems.

exigent

Personality Traits and Adjustment,for example, that anxiety partially mediates performance on intellectual tasks (Katz, 1964; Spence, 1963). Likewise, numerous other personality traits might also be expected to predict the child’s response to desegregation, and to the extent that such traits mediate adjustment, they are of particular interest to us.

膠狀

惡臭

IQ,nd other aspects of personality, academic achievement, and teacher attitudes. Before proceeding, however, we will present some of the past research so that our own findings can be viewed in perspective.

LAVA

Social Contact in the Desegregated Classroom,d instruction in the receiving school, it is assumed that the minority child, through the medium of close contact with his Anglo peers, will come to adopt their achievement-related values (Katz, 1968) and will also come to view his own capabilities more positively (Katz, 1967).

Tincture

Teacher Influences in the Desegregated Classroom,integrated in the classroom would depend, in part, upon institutional supports (Allport, 1954). Since the teacher, as . principal authority in the classroom undoubtedly influences the play of such forces, we were anxious to explore her role in this regard.

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