Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This thesis resulted from an examination conducted on the living conditions of Port Arthur, Texas elementary school student who resided in Port Acres.

This study is devoted primarily to a consideration of socio-economic status in relation to achievement in mathematics. However, a review of socio-economic status in relation to intelligence (as revealed in studies in the field) is first made because of the wide use of intelligence tests in an attempt to determine the child’s ability to succeed in school.

The multi-case study examined the role that social interaction plays in the writing development of fourth grade African American students in three different classrooms in a large Midwestern city. The study explored the nature of the students' interactions and the points during the writing process where interactions occurred. Also under investigation was how teachers facilitated the interactions within their classrooms. Each classroom was considered a case and cases within each case were then selected to allow for a more in-depth examination of the nature of students' conversations. Data collected included observations, student interviews, and artifacts. Information gathered from the study was analyzed using a constant comparative approach. Themes that emerged were compared across cases.Analysis of the data showed that there were many purpose for the interactions in which the African American students engaged. The interactions: (1) enabled students to get assistance from peers and teachers, (2) provided students with encouragement, (3) motivated students as writers, and (4) fostered a deeper understanding of writing. The data also showed that students engaged in verbal and nonverbal interactions at various points in the writing process with peers, teacher, and even themselves. While the teachers varied in their approaches to facilitating the interactions, even when they did not intentionally create opportunities for interactions, the students engaged with one another anyway. Based on the results of the study, teachers should consider affording African American students the opportunity to regularly interact with their peers during writing time, providing an audience that extends beyond the classroom teacher. / Department of Elementary Education

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Although there are many studies of the results of non-promotion, few sociometric studies have been made which show that the over-age child is not accepted by his younger classmates. What happens, then, when a child is older than his age group? What are the effects on the social status of the overage child? The purpose of this paper, therefore, is to investigate the social acceptance status of the over-age child in a sixth grade classroom. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "August, 1957." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references.

The need for successful grouping of children in the primary school has been personally felt by the writer of this paper many times in her own classroom. In the years that have passed, some groups have seemed to progress quite satisfactorily in total development, while others have seemed disappointingly slow. Some groups have worked in almost perfect harmony while others have been in conflict. What dynamics were at work that contributed to successful grouping? What forces had retarded desirable growth? Much has been written recently about successful grouping of children. Enlightening evidences of good grouping practices have been reported. While some actual research studies have been conducted, most of the literature sampled reported opinions or individual suggestions for practice. The plan for this paper is to summarize the literature reviewed in the light of grouping according to the needs of children. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished