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A Study of Families and Their Learning Environments for Deaf Children. Final Report [microform] / Barbara Bodner-Johnson
Bib ID 5440444
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bodner-Johnson, Barbara
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983 
231 p. 
Summary

The study examined the relationship between the family environment of 124 hearing impaired children (9-13 years old) and academic achievement. Interviews focused on what parents do with their children, how they interact (the social-psychological family environment) as well as status characteristics in relation to their children's academic achievement. Among major findings was that the correlation of the overall family environment and academic achievement was not consistent across levels of status characteristics. Generally a more favorable learning environment predicted high achievement in academic content areas. Demographic variables, in order of the power and accuracy of the solutions, predicted high and low achievement better in reading comprehension than in math concepts. Overall, family environment variables were found to be the better predictors of academic achievement than were demographic characteristics. Implications for the framework of person-environment-behavior interaction on which the study was based are considered. Among appended material is the environmental measurement instrument. (CL)

Notes

Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.

Contract Number: G008102720.

Educational level discussed: Elementary Secondary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Deafness.  |  Demography.  |  Elementary Secondary Education.  |  Family Environment.  |  Hearing Impairments.  |  Interaction.  |  Mathematics.  |  Parent Child Relationship.  |  Prediction.  |  Reading.
Form/genre Reports, Research.
Other authors/contributors Gallaudet Coll., Washington, DC
Available From ERIC 
000 02744cam a22004212u 4500
001 5440444
005 20181022110902.0
007 he u||024||||
008 830501s1983    xxu ||| bt    ||| | eng d
035 |9(ericd)ED244489
037 |aED244489|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aBodner-Johnson, Barbara.
245 1 2 |aA Study of Families and Their Learning Environments for Deaf Children. Final Report|h[microform] /|cBarbara Bodner-Johnson.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1983.
300 |a231 p.
500 |aSponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.|5ericd
500 |aContract Number: G008102720.|5ericd
500 |aEducational level discussed: Elementary Secondary Education.
520 |aThe study examined the relationship between the family environment of 124 hearing impaired children (9-13 years old) and academic achievement. Interviews focused on what parents do with their children, how they interact (the social-psychological family environment) as well as status characteristics in relation to their children's academic achievement. Among major findings was that the correlation of the overall family environment and academic achievement was not consistent across levels of status characteristics. Generally a more favorable learning environment predicted high achievement in academic content areas. Demographic variables, in order of the power and accuracy of the solutions, predicted high and low achievement better in reading comprehension than in math concepts. Overall, family environment variables were found to be the better predictors of academic achievement than were demographic characteristics. Implications for the framework of person-environment-behavior interaction on which the study was based are considered. Among appended material is the environmental measurement instrument. (CL)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAcademic Achievement.|2ericd
650 1 7 |aDeafness.|2ericd
650 0 7 |aDemography.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 1 7 |aFamily Environment.|2ericd
650 1 7 |aHearing Impairments.|2ericd
650 0 7 |aInteraction.|2ericd
650 0 7 |aMathematics.|2ericd
650 0 7 |aParent Child Relationship.|2ericd
650 0 7 |aPrediction.|2ericd
650 0 7 |aReading.|2ericd
655 7 |aReports, Research.|2ericd
710 2 |aGallaudet Coll., Washington, DC.
856 4 1 |uhttps://eric.ed.gov/?id=ED244489
984 |aANL|cmc 2253 ED244489|d77000000250313
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Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.