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- W289647473 abstract "In spite of the amount of research and attention which has been devoted to the socially disadvantaged child, the literature offers little information about the role and the attitude of his teachers. In most countries analyses of the teacher's role and training pay little or no attention to the attitudes and the technical and special capacities or methods necessitated by the difficulties of the socially disadvantaged child'. The discrepancy between the average teacher's style of working and of living and what the socially disadvantaged child needs from its teacher calls for attention. During the last few years following some preliminary researches in the early fifties the attention of the Institute of Education in the State University at Utrecht (Holland) has been drawn to the socially disadvantaged child just as it has been in so many other centres in Europe and the United States. These works, which often are only available in mimeographed form, pay some attention to teacher-pupil-relations. When we consult the available evidence and the experience collected by those familiar with schooling for the socially disadvantaged, we must record the negative part of some researchers' experiences first: a considerable number of teachers employed in such schools feel that they are mis-employed. Their pupils are not only supposed to be dull and unwilling to learn but also the parents are either dull by birth or unwilling to let their children learn. Consequently these teachers do not accept the responsibility for their task and for their professional situation fully. They function only fragmentarily: incompletely as a person or as a teacher. Such teachers may limit their professional activity and involvement to the barest minimum. Their consequential superficial training of the pupil comes to prove that the their depreciations were justified. On several occasions researchers in Holland have been confronted with schools and even with groups of schools in which this negative and frustrating attitude was dominant among the teachers (Wit and Van der Meer, Sietaram, Uildriks.). We have no reason to suppose that this experience is limited to researchers in Holland. We may refer here to such publications as those by Becker, Leacock, Gronlund, etc.2" @default.
- W289647473 created "2016-06-24" @default.
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- W289647473 date "1969-01-01" @default.
- W289647473 modified "2023-09-26" @default.
- W289647473 title "Some Aspects of the Role and Attitude of the Teacher in Relation to the Socially Disadvantaged Child" @default.
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- W289647473 doi "https://doi.org/10.2307/1502560" @default.
- W289647473 hasPublicationYear "1969" @default.
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