1
Q
Miligram
A
- Participants were recruited through newspaper advertisements.
Each participant was paired with another person, with one designated as the “teacher” and the other as the “learner.” - The learner (a confederate) was taken into a room and had electrodes attached to their arms. The teacher (the real participant) was in a separate room with an electric shock generator.
- The teacher was instructed to administer electric shocks to the learner whenever they answered questions incorrectly.
- The shocks were not real; the learner was an actor pretending to receive shocks.
- The crucial aspect was that the teachers believed the shocks were genuine.
2
Q
Harvey + Slatin (1976)
A
- Examined whether teachers had preconceived ideas about pupils of diff social classes - sample of 96 teachers - each was shown 18 photos of children from diff social class backgrounds.
- To control other variables, photos were equally divided in terms of gender + ethnicity
were asked to rate children on their performance, parental attitudes to education, aspirations etc - found lower-class children were rated less favourably, esp by more exp teachers. - based their ratings on similarities b/w children in photos + pupils they’ve taught
Teachers label pupils from diff social classes + use these labels to pre-judge pupils’ potential
3
Q
Mason (1973)
A
- Looked at whether negative or positive exp had greater effect - teachers were given positive, negative or neutral reports on a pupil + observed video recordings of the pupil taking a test to see if any errors were made
- were asked to predict pupil’s end of year attainment - negative reports had much greater impact than positive ones on teachers’ exp
METHODS IN CONTEXT STUDIES
flashcards
Decks in class (6)
# Cards
