The association between class clown dimensions, school experiences and accomplishment
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractNearly forty years ago, Damico and Purkey (1978) pioneered a study on class clowns that became a benchmark publication in the field. Utilizing sociometric assessment methods, they screened 3500 pupils, eventually selecting 96 class clowns that yielded 10 or more “class clown” nominations from peers. The class clowns were compared to a randomly selected sample of 237 non-clowns on the bases of teacher ratings, student self-esteem, and school-attitude measures. They report class clowns as being predominantly males, having lower positive attitudes toward teachers and the principal than non-clowns, and they saw themselves as leaders and as being vocal in expressing ideas and opinions to their classmates. Moreover, they were judged by their teachers to be higher than the non-clowns in asserting, unruliness, attention seeking, leadership, and cheerfulness, but lower in accomplishing. Thus, a new and coherent picture of the class clown was emerging; but little additional research took place, with no study replications. Before building upon these findings, and extending them, a few issues need highlighting. The first relates to the assessment of class clowns. Is there really only one type of class clowns or do more types exist? Is a “type” approach still appropriate, as psychology has moved to dimensional conceptualizations? In the Damico and Purkey (1978) study, there are gradual differences and a criterion of 10 nominations was rather an arbitrary set. So utilizing a dimensional approach to class clown behaviors is more appropriate. Another set of issues relate to the domains of measurements. Are teacher self-reports of accomplishing sufficient or should they be supplemented by the objective grades of the student, as well as the student’s own perspective and peer reports?
JournalLearning and Individual Differences
The following licence applies to the copyright and re-use of this item:
- Creative Commons
Except where otherwise noted, this item's license is described as https://creativecommons.org/CC BY-NC-ND 4.0
Showing items related by title, author, creator and subject.
Perceptions of the influence of Adults other than Teachers on PE and School Sport in West Midlands Primary SchoolsBenton, Victoria (2015-01)What is the perceived influence of Adults other than Teachers on PE and School Sport in West Midlands Primary Schools? – By Victoria Benton. Over the last decade a body of academic literature has emerged, suggesting that PE is in a state of neglect. As a result of this, numerous researchers state that the National Curriculum for Physical Education (NCPE) is therefore being delivered ineffectively in primary schools. This thesis makes a contribution to the knowledge produced by recent studies by examining the perceived influence of Adults Other Than Teachers (AOTTs) in West Midlands Primary Schools on PE and school sport. The data were collected within the West Midlands area between January and July 2011. Nine schools and nine coaching companies participated in the study and data were collected using questionnaires and follow up interviews for selected participants. In keeping with previous studies on PE and school sport, foundation chapters are concerned with the factors affecting teacher’s confidence and competence to teach PE and school sport and the consequent increase in the number of AOTTs to combat this. Closer scrutiny highlights a number of emergent themes which provide basis for more detailed discussion later in the study. Data indicates that the use of AOTTs is perceived to impact PE and school sport in the West Midlands area and in support of previous research, the use of coaches continues to be widespread. Similarly, like previous research, key factors such as poor childhood experiences, lack of motor ability, poor Initial Teacher Training (ITT), insufficient content knowledge and a negative attitude towards the subject remain issues surrounding the implementation of AOTTs. With an ever changing curriculum, schools are facing constant battles to achieve set curricular demands. This research therefore suggests how teachers and coaches, in this case study, could best be utilised to ensure a high quality of PE and school sport is delivered in their schools in the future.
Enhancing school leadership through an international study visitCramp, Andy (Taylor & Francis, 2016-02-01)This paper explores the outcomes of a school leadership study visit to India. The research critiques the competency based frameworks common in English leadership development programmes and argues instead, for an approach that challenges assumptions in a fresh context for learning and considers leadership as a process of humanisation. Using Mezirow's 'perspective transformations' as a starting point, the paper briefly outlines what was learned on the visit; but more importantly, the paper focuses on how that learning took place. Activities that proved particularly valuable are discussed. Importantly, the research found that informal opportunities for learning sliding into the spaces around formal events, were often responsible for unexpected and influential perspective transformations and that these opportunities for learning are often undervalued. The research concludes that international study visits where participants agree their own collective agendas and develop a trusted validating community group are more valuable than transmission models of leadership learning. Finally, the paper briefly returns to the notion of leadership as a process of humanisation and suggests that seen in this way, the pursuit of community becomes a more highly valued outcome for leadership learning.