Biomedical subjects

B Tizard

Publications and source records attributed to B Tizard.

At least 19 recordsLinked to original sources

PubMed1995

The identity of mixed parentage adolescents.

Theories about "black identity" are discussed in relation to a study of adolescents with one white and one African or African-Caribbean parent. Interview findings on their racial self-definition, attitudes to their mixed parentage, and allegiance to black and white people and cultures reveal a wide range of racial identities and cultural allegiances. Differences are related to type of school, social class, and the degree of politicisation of the young person's attitudes to race. The findings are discussed in relation to the issue of interracial adoption and fostering, and to recent debates about the concept of an "essential" black identity.

Acculturation↗

PubMed1991

Intercountry adoption: a review of the evidence.

Studies of the outcome of intercountry adoption are reviewed in the context of its history and politics. Intercountry adoption is a post-World War II phenomenon, and has become largely a service for childless couples in the West. Many Third World countries, and some Western social workers, are bitterly opposed to the practice, on both political and psychological grounds. Outcome studies have produced results similar to those found in studies of incountry adoption, although, to date, insufficient attention has been paid to issues of identity and racism. The policy implications of these studies will depend on political considerations, as well as the research evidence.

Acculturation↗

PubMed1989

Old and new paradigms: research on young people's response to the nuclear threat.

Explore the source record for details and available documents.

Adolescent↗

PubMed1989

IQ and behavioural adjustment of ex-institutional adolescents.

A group of children raised in institutions until at least 2 years of age, then adopted or restored to a biological parent, have been followed longitudinally into mid-adolescence. No effect of early institutionalisation was found on IQ which depended largely on the type of family placement. Behavioural and emotional difficulties were more common in the ex-institutional group than in a matched comparison group, according to teacher questionnaires and interviews with the adolescents and their parents. The findings are discussed in relation to placement policy and the question of the long-term effects of early experience.

Adaptation, Psychological↗

PubMed1989

Social and family relationships of ex-institutional adolescents.

The adolescents described in the preceding companion article (J. Child Psychol. Psychiat. 30, 53-75, 1989) had experienced multiple changing caregivers until at least 2 years old. Such maternal deprivation did not necessarily prevent them forming strong and lasting attachments to parents once placed in families, but whether such attachments developed depended on the family environment, being much more common in adopted children than in those restored to a biological parent. Both these groups alike, however, were more oriented towards adult attention, and had more difficulties with peers and fewer close relationships than matched comparison adolescents, indicating some long term effects of their early institutional experience.

Adolescent↗

PubMed1989

Teacher expectations in infant school: associations with attainment and progress, curriculum coverage and classroom interaction.

There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all three years of infant school, and were not explained by children's attainments at the time of the expectation rating. Range of effects, in standard deviation units, of associations between expectations and progress over the school year ranged from 0.4 to 0.8. Two possible mediating factors between expectations and attainment were explored: differential curriculum coverage and differential classroom behaviour. It was found that children for whom teachers had higher expectations were given a wider range of activities in written language and mathematics, and this was so over and above attainments at the beginning of the school year. In contrast, there was no evidence that expectations were related to measures of classroom interaction like teacher praise and instructional contact.

Achievement↗

PubMed1983

Language and social class: is verbal deprivation a myth?

A study was made of complex usages of language in the spontaneous conversation of 30 4-year-old girls, their mothers and their teachers, at home and at school. There were significant social class differences in frequency, but almost all the usages appeared in the talk of almost all the mothers and children at least once. The working class girls' language style changed more between home and school than did that of the middle class girls. The teachers' talk contained a higher proportion of these usages than the mothers', but the overall input to the children was less at school. The findings are discussed in relation to Labov's argument that verbal deprivation is a myth.

Adult↗

PubMed1983

Children's questions and adults' answers.

Radio-recordings were made of the conversation of 30 girls, aged just under four, at school with their teachers and at home with their mothers. Half the girls were middle class and half working class. The frequency and type of question asked by the children and the frequency and type of answer given by the adults were analysed. Particular attention was paid to passages of persistent questioning by the child. There were home-school and social class differences in all these measures. The significance of the findings for education is discussed.

Child, Preschool↗

PubMed1982

Adults' cognitive demands at home and at nursery school.

A study was made of the "cognitive demands" made of children during spontaneous conversations with their teachers at nursery school and their mothers at home. Social class differences were small compared with home/school differences. Teachers' talk contained a higher proportion of cognitive demands and "testing" demands than did mothers' talk; however, the hourly rate of these demands was higher in the mothers' talk. Teachers used more demands for attributes, simple descriptions and interpretations, whilst mothers used more demands for recall and explanation of motives and purposes. More demands were left unanswered at school than at home. The implications for nursery education are discussed.

Child Development↗

PubMed1979