Edward E. Gotts

Families and schools in rural appalachia

A literature review revealed conceptual elements and approaches that have been productive in the study of rural education and rural families and children as they interface with schools. The Appalachian region is considered relative to these same issues. For nearly two decades the Appalachian Educational Laboratory has pursued systematic research and development aimed at improving the effectiveness of rural education by strengthening working linkages between families and schools. This programmatic work is summarized in order to illustrate--through both its breadth and specificity--the continual interchange which necessarily occurs between research and successful community practice. Implications and recommendations are considered.

Communication: Key to School-Home Relations(1)

The purpose of this chapter is to introduce and define, review the literature and current thinking on, and report the authors’ research endeavors and results on the topic of school-home communication. The fundamental premise for being concerned about this topic is that the educational progress and well-being of children are the mutual interest of schools and families. Unfortunately, various forces in our society have been at work for some years to demutualize this important relationship. The study of school-home communications offers a very promising means of realigning the interests of the home and the school, with our children being the primary beneficiaries of greater collaboration between the two.

The relation between psychometric measures of anxiety and masculinity-femininity

Abstract Prior developmental studies led to the expectation that inappropriate sex typing would be associated with higher anxiety for boys but not for girls. The relation of anxiety to masculinity-femininity (M-F) was studied in preadolescents from five ethnically diverse schools. Differential predictions were made for boys and girls. Psychometric procedures were used to obtain scores on both major variables. The Pupil Perceptions Test (PPT) was developed to measure sex-typed role perceptions of elementary school age children. M-F scores from the PPT were shown to be independent of general intelligence. Anxiety was significantly related to M-F for boys but not for girls. The hypothesized relations were supported.

Factor Analytic Study of Social Behavior in Children

The purpose was to use adult participant observers to create a scale for assessing some salient personality variables of children and young adolescents living together in close quarters. The 91 children were summer campers of both sexes (8 to 15 yr.). Counselors of these children were the adult participant observers. At least two counselors rated each camper on a 49-item rating scale. Interrater reliability was determined and composite ratings of the campers were factor analyzed. Seven factors accounted for the behaviors on the rating scales. These factors were consistent with and comparable to the constructs that were introduced into the items on the rating scale, e.g., Peer Orientation, Ego Strength, Interaction Potential, Adult Orientation, Rebelliousness, and Rigidity.

Extended Computer Use in Compiling a Flanders-Amidon Interaction Analysis Matrix.

THE classroom interaction observation system developed by Amidon and Flanders (1962) has been widely used both in research and in teacher training. This system classifies teacher and pupil verbal behavior into ten categories. An observer records a digit representing one of those categories every three seconds to indicate the occurring behavior. The resulting chain of digits is plotted in matrix form to show what behaviors preceded and followed each recorded behavior.