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Title: The identification of academically able underachieving Year 3 children and subsequent systematic observations of their academic lessons.
Author: Jeavons, Marjorie A.
ISNI:       0000 0001 3589 6562
Awarding Body: University of Wolverhampton
Current Institution: University of Wolverhampton
Date of Award: 2000
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This study is a classroom observational study in primary schools in one Local Education Authority in England The study, which was begun in 1990, was concerned to identify the range and nature of academic classroom behaviours of academically able underachievers, and in comparison with children of average ability, to identify the effects and implications of those behaviours for teachers arid classroom management. The research sample consisted of a total of seven matched Year 3 pupils aged 7-8 years old drawn from five primary schools. The identification of the more able (the target group) and their 'normal' counterparts (the control group) was carried out using a small number of objective tests and triangulated by teacher and pupil perceptions of abilities and relative class positions. The data was collected by the observation of English and Mathematics lessons for one session per Week over a period of one month. A continuous observation schedule was used containing fOurteen different categories of cl~sroom behaviours. The research demonstrates that academically able underachievers are undetected in classrooms; consequently are not given work commensurate with their undetected abilities; are rarely required to participate in lessons; and who subsequently become bored' in a relatively unchallenging environment. Even though they were bored they did not disrupt lessons, but quiet1Yacquiesced to the mores of the peer group. The thesis discusses the implications of these findings for primary education for academically able children as well as reflecting upon the findings in the light of subsequent reading and updating of the bibliography.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Classroom behaviour