Talentenprojekt 1964-1965

<p>Transition from primary to grammar school / educational history of the child in primary school / attitude of parents / relationship parents, child / educational stimulation / punishments by parents / relation to the school / influences on decisions regarding school choice / information of parents / child's opportunity to do homework / government aid / attitude to education: / job perspectives / aspirations for child / the child's perspective / information on required educational level for certain jobs / social participation / educational level of children of friends / family reading behaviour and cultural interest / exposure to mass-media / patterns of interest / child's exposure to television / parent, child relations regarding deciding on bedtime / punishments / discipline / pocket-money / friends. Contacts between school and parents / relation to parents / educational goals of headmaster / personality versus subject-matter oriented / traditional versus progressive / perception of reasons for pupil's failure / special efforts for pupils going to grammar school / influence on decisions on post-primary school choice / are pupils tested / attitude to tests / perception of why so few pupils from working-class background go to grammar-school / how to improve conditions for child going to grammar-school / headmaster's duties. Child's educational career at primary school / contacts parents with school / post-primary school career / teachers advice different from actual choice / preferences child / contacts with others about post-primary school choice / tests / sufficient information available for choice / situation at home: private room to do homework / educational career plans after current school / job preferences of parents and child / attitudes on importance of education, school choice, boy, girl difference / knowledge of education needed for certain professions / important factors in socio-economic career / which parent has contacts with school. Background variables: basic characteristics/ residence/ housing situation/ household characteristics/ occupation/employment/ income/capital assets/ education/ religion/ readership, mass media, and 'cultural' exposure/ organizational membership</p>本数据集涵盖以下内容：儿童小学至文法学校的升学过渡、儿童小学阶段的教育经历、家长的教育态度、亲子关系、家庭教育激励活动、家长惩戒行为、家长与学校的关系、择校决策的影响因素、家长信息储备情况、儿童完成家庭作业的条件、政府帮扶资助；教育相关态度细分包括：职业前景、对子女的教育期望、儿童自身的升学意愿、特定职业所需教育水平的相关信息、社会参与情况、好友子女的教育水平、家庭阅读习惯与文化兴趣、大众媒介接触情况、兴趣模式、儿童电视接触情况、亲子间关于就寝时间的约定、惩戒与纪律管教、零花钱、社交圈与朋友关系；家校联系、校长与家长的互动关系、校长的办学目标、“人格导向vs学科导向”的办学理念、“传统型vs进步型”的教育范式、对学生学业失败原因的认知、为升入文法学校的学生提供的专项帮扶、对中等教育后升学决策的影响、学生是否接受入学测试、对入学测试的态度、对工人阶级子女升入文法学校比例偏低的原因认知、改善文法学校学生培养条件的路径、校长的职责范畴；儿童小学阶段的教育生涯、家长与学校的沟通联系、中等教育后升学路径、教师建议与实际择校选择的偏差、儿童自身的择校偏好、就中等教育后升学事宜与他人的沟通交流、入学测试、择校所需信息的充足性、家庭环境：儿童专属作业空间情况、当前学段结束后的教育生涯规划、家长与儿童的职业偏好、对教育重要性、择校行为以及性别差异的态度认知、对特定职业所需教育背景的认知情况、社会经济职业发展中的核心影响因素、家校沟通对接的责任家长；背景变量包括：基础人口特征、居住状况、住房条件、家庭特征、职业与就业情况、收入与金融资产、教育水平、宗教信仰、阅读习惯、大众媒介接触与“文化”接触情况、社团组织成员身份。