The phenomenon of poor academic performance in the words of primary school teachers A text analysis
Article Sidebar
Main Article Content
Abstract
This paper reports the results of an exploration, carried out through computer-assisted text analysis, of the processes of affective symbolization of the theme of academic performance by some Italian primary school teachers. The teachers were administered a structured interview set up for the purpose of the study. The results of the analysis highlight some aspects of the collusive process and its failures that organize the way in which teachers talk about the issue of pupils’ academic performance. In particular, what seems to emerge is academic performance experienced as a problem, a passivization and infantilization of pupils, a breathless rush towards doing, but also a desire to enter into a relationship and understand.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Amatea, E. S., Mixon, K., & McCarthy, S. (2013). Preparing future teachers to collaborate with families contributions of family systems counselors to a teacher preparation program. The Family Journal, 21(2), 136-145.
Bingham, A., & Abernathy, T.V. (2007). Promoting Family-Centered Teaching: Can One Course Make a Difference? Issues in Teacher Education, 16(1), 37-60.
Carli, R. (2015). Narrativismo e psicoanalisi [Narrativism and psychoanalysis]. Quaderni della Rivista di Psicologia Clinica, 1, 70-84. Retrieved from www.quadernidipsicologiaclinica.com
Carli, R., & Paniccia, R.M. (2016). I “nuovi lavori” degli psicologi e la competenza a colludere [“New psychological work” and the competence to collude]. Quaderni Di Psicologia Clinica, 1, 16–31. Retrieved from www.quadernidipsicologiaclinica.com
Corbelli, C.M. (2018). Teacher Perception of an Attention Deficit Hyperactivity Disorder Diagnosis in an Inclusive K-8 General Education Classroom Setting. Retrieved from https://eric.ed.gov/?id=ED601396
Davenport, C. (2020). Unconscious bias and primary schools. Primary Science, 165, 7-8.
Entwisle, D.R., & Hayduk, L.A. (1988). Lasting effects of elementary school. Sociology of Education, 61(3), 147-159. doi : 10.2307/2112624
Hamre, B.K., & Pianta, R.C. (2001). Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade. Child Development, 72(2), 625-38.
Hartz, K., Williford, A.P., & Koomen, H.M.Y. (2017). Teachers’ perceptions of teacher-child relationships: Links with children’s observed interactions. Early Education and Development, 28(4), 441-456. doi: 10.1080/10409289.2016.1246288
ISTAT (2020). L'inclusione scolastica degli alunni con disabilità: A.s. 2019-2020 [School inclusion of students with disabilities: A.y 2019-2020]. Retrieved from https://www.istat.it/it/files/2020/12/Report-alunni-con-disabilit%C3%A0.pdf
Mason, B.A., Gunersel, A.B., & Ney, E.A. (2014), Cultural and ethnic bias in teacher ratings of behavior: A criterion-focused review. Psychol. Schs. 51, 1017-1030. doi: 10.1002/pits.21800
Matte Blanco I. (1981). L’inconscio come insiemi infiniti. Saggio sulla bi-logica. [The unconscious as infinite sets: Essay on bi-logic] (P. Bria, Trans.). Torino: Einaudi (Original work published 1975).
McGrath, K., & Van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. doi: 10.1016/j.edurev.2014.12.001
Meleddu, M., & Scalas, L.F. (2009) Rendimento scolastico, fattori della personalità, processi motivazionali e sistema del sé: Una rassegna sullo sviluppo degli studi [Academic performance, personality factors, motivational processes and the self system: A review of study development]. Giornale di Psicologia, 3(3), 297-318.
MIUR (2011). Linee guida per il diritto allo studio degli alunni e degli studenti con disturbi specifici di apprendimento [Guidelines for the right to education of pupils and students with specific learning disabilities]. Retrived from https://www.unimi.it/sites/default/files/2018-07/linee_guida_sui_dsa_12luglio2011.pdf
MIUR - Ufficio gestione patrimonio informativo e statistica (2020). I principali dati relativi agli alunni con DSA: As 2018-2019 [The main data relating to students with DSA: Ay 2018-2019]. Retrieved from https://www.mim.gov.it/documents/20182/0/Gli+alunni+con+DSA+-+a.s.+2018_2019.pdf/a2f114e9-b59a-1c5d-730c-e4aecb5aad7e?version=1.0&t=1605006783113
Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367-382. doi: 10.1037/a0023311
Ready, D.D., & Wright, D.L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335-360. doi: 10.3102/0002831210374874
Treccani (n.d.). Vocabolario online [Vocabulary online]. Retrieved from www.treccani.it/vocabolario
Zhao, H., Sharp, K.L., & Malkus, A.J. (2023). Predictors of preschoolers’ classroom engagement: Teacher-child interactions, teacher-child relationships, and child’s self-control. Early Child Development and Care, 194(1), 58-71. doi: 10.1080/03004430.2023.2277132