Literacy, self-esteem and locus of control
In this article, Alison Galbraith and Joy Alexander use case studies of a group of primary school pupils to examine the efficacy of an integrated, eclectic approach to the teaching of literacy, including whether constructs such as self‐concept and self‐esteem have a bearing on academic achievement....
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| Veröffentlicht in: | Support for learning 2005-02, Vol.20 (1), p.28-34 |
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| container_title | Support for learning |
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| creator | GALBRAITH, ALISON ALEXANDER, JOY |
| description | In this article, Alison Galbraith and Joy Alexander use case studies of a group of primary school pupils to examine the efficacy of an integrated, eclectic approach to the teaching of literacy, including whether constructs such as self‐concept and self‐esteem have a bearing on academic achievement. Circle Time activities, interactive teaching methods and discussion based on the principles of Solution Focused Brief Therapy aim to improve self‐esteem and internalise locus of control in children. Significant improvements in the reading scores of the target children are concurrently achieved with improved self‐esteem and locus of control scores, suggesting the usefulness of the teacher acting simultaneously as instructor, scaffolder and iconoclast. |
| doi_str_mv | 10.1111/j.0268-2141.2005.00357.x |
| format | Article |
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| ispartof | Support for learning, 2005-02, Vol.20 (1), p.28-34 |
| issn | 0268-2141 1467-9604 |
| language | eng |
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| source | Access via Wiley Online Library; EBSCOhost Education Source |
| subjects | Academic Achievement Elementary education Literacy Literacy Education Locus of Control Psychotherapy Reading Instruction Self Concept Self Esteem Self image Students Teaching Teaching Methods |
| title | Literacy, self-esteem and locus of control |
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