Schoolloopbanen in het lager onderwijs 1973,1975,1978

<p>Description of the relation between characteristics of family and school and development of intellectual performance. Results of intelligence tests / questionnaires for father, mother and school teachers of respondent / mother: presence at home / performance at school of other children / way r is brought up: demands on behaviour of r, paying attention, stimulations, interdictions, sanctions, freedom, taking over decisions, playing games, values, expectations for future, presence of toys, drawing materials / family situation: participation of father in education / reading about bringing up children / father: independence in job, consultation at work, most important aspects of job / working attitude / values connected with upbringing / stimulation of child to achieve, ideas, views on this subject / school teachers: occupational career, position at school / position of school, educational system / being informed about pupils / application of project learning / extent of freedom, rules, sanctions / working conditions, structure of task, training / evaluation of school life, atmosphere, views on pupil-teacher relation / objectives of education, educational systems / consequences of differences in social class / evaluation of organization, decision making and participation of parents / view on r's personality and behaviour. Background variables: basic characteristics/ household characteristics/ characteristics of parental family/household/ occupation/employment/ education/ religion/ readership, mass media, and 'cultural' exposure/ organizational membership</p>本数据集聚焦家庭与学校特征同智力表现发展之间的关联，涵盖以下多维度调研内容： 1. 针对受访者或其母亲的父亲、母亲及学校教师的智力测试与问卷结果：其他子女的居家状况与在校表现、受访者的养育方式，具体包括对受访者的行为要求、关注度投入、正向刺激手段、禁令约束、自由权限、决策代劳、游戏互动、价值观传递、未来期望、玩具与绘画材料的配备情况； 2. 家庭境况相关内容：父亲参与子女教育的程度、育儿相关读物的阅读情况；父亲的工作独立性、工作咨询场景、核心工作维度、工作态度、与养育相关的价值观、激励子女成就的措施及相关理念与看法； 3. 学校教师维度相关内容：教师职业发展路径、校内职级、学校定位、教育体系、对学生情况的知悉程度、项目式学习（project learning）的实施情况、自由权限、规则与惩戒措施的实施范围、工作条件与任务架构、培训情况、对校园生活、校园氛围及师生关系的看法、教育目标与教育体系的认知、社会阶层差异带来的影响、对家长参与学校组织与决策的评价、对受访者个性与行为的看法。 本数据集的背景变量涵盖：基础特征、家庭户特征、原生家庭特征、职业/就业状况、教育背景、宗教信仰、阅读习惯与大众媒体接触情况、‘文化’接触经历及组织成员身份。