Barbara Tizard
Biographic Data
| ID | 1218151 |
|---|---|
| NAME | Barbara Tizard |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Tizard |
| SIGNATURE | TIZARD B |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 2 |
Black, White or Mixed Race: Race and Racism in the Lives of Young People of Mixed Parentage
The number of people in racially mixed relationships has grown steadily over the last thirty years, yet these people often feel stigmatised and unhappy about their identities. The first edition of Black, White or Mixed Race? was a ground-breaking study: this revised edition uses new literature to consider what is now known about racialised identities and changes in the official use of 'mixed' categories. All new developments are placed in a histo…
Black, white or mixed race? Race and Racism in the Lives of Young People of Mixed Parentage. Revised Edition
Thinking through Class: The Place of Social Class in the Lives of Young Londoners
Current debates about the utility of the concept of social class for social analysis have been helpful in illuminating the shortcomings of traditional theories and traditional methods of assessment of social class. Yet, social class continues to have an important impact on life chances and worldviews. This article uses data from an interview study of 248 young Londoners (young women and men; black, white and of `mixed-parentage') to examine the p…
Not Such Mixed up Kids
Ex-Institutional Children: A Follow-Up Study to Age 16
Social and Family Relationships of Ex‐Institutional Adolescents
The adolescents described in the preceding companion articles ( J. Child Psychol. Psychiat. 30 , 33–75, (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 …
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . 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 thre…
Black identity and transracial adoption
Much of the opposition to transracial adoption depends on unvalidated assumptions about the identity of black and mixed race children living with their own families. We know little, however, about the ways in which these families help their children to cope with racism. Research moreover suggests that young black children often have a negative view of their racial identity. On the other hand, research also shows that black adolescents tend to hav…
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
The Effect of Early Institutional Rearing on the Development of Eight Year Old Children
Fifty‐one children who had spent their first 2–7 years in institutions, and who had been previously visited at the age of 41/2 years, were reassessed at the age of 8. Seven children had never left the institutions, the rest had been adopted, fostered, or restored to their biological parent. The children's behaviour during psychological testing was assessed, and information was obtained from their parents and teachers. According to the parents’ re…
The personality of epileptics: A discussion of the evidence
Thinking through Class: The Place of Social Class in the Lives of Young Londoners
Current debates about the utility of the concept of social class for social analysis have been helpful in illuminating the shortcomings of traditional theories and traditional methods of assessment of social class. Yet, social class continues to have an important impact on life chances and worldviews. This article uses data from an interview study of 248 young Londoners (young women and men; black, white and of `mixed-parentage') to examine the p…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . 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 thre…
Black identity and transracial adoption
Much of the opposition to transracial adoption depends on unvalidated assumptions about the identity of black and mixed race children living with their own families. We know little, however, about the ways in which these families help their children to cope with racism. Research moreover suggests that young black children often have a negative view of their racial identity. On the other hand, research also shows that black adolescents tend to hav…
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
The personality of epileptics: A discussion of the evidence
The Effect of Early Institutional Rearing on the Development of Eight Year Old Children
Fifty‐one children who had spent their first 2–7 years in institutions, and who had been previously visited at the age of 41/2 years, were reassessed at the age of 8. Seven children had never left the institutions, the rest had been adopted, fostered, or restored to their biological parent. The children's behaviour during psychological testing was assessed, and information was obtained from their parents and teachers. According to the parents’ re…
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Social and Family Relationships of Ex‐Institutional Adolescents
The adolescents described in the preceding companion articles ( J. Child Psychol. Psychiat. 30 , 33–75, (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 …
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . 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 thre…
Black identity and transracial adoption
Much of the opposition to transracial adoption depends on unvalidated assumptions about the identity of black and mixed race children living with their own families. We know little, however, about the ways in which these families help their children to cope with racism. Research moreover suggests that young black children often have a negative view of their racial identity. On the other hand, research also shows that black adolescents tend to hav…
Ex-Institutional Children: A Follow-Up Study to Age 16
Not Such Mixed up Kids
Thinking through Class: The Place of Social Class in the Lives of Young Londoners
Current debates about the utility of the concept of social class for social analysis have been helpful in illuminating the shortcomings of traditional theories and traditional methods of assessment of social class. Yet, social class continues to have an important impact on life chances and worldviews. This article uses data from an interview study of 248 young Londoners (young women and men; black, white and of `mixed-parentage') to examine the p…
Black, white or mixed race? Race and Racism in the Lives of Young People of Mixed Parentage. Revised Edition
Black, White or Mixed Race: Race and Racism in the Lives of Young People of Mixed Parentage
The number of people in racially mixed relationships has grown steadily over the last thirty years, yet these people often feel stigmatised and unhappy about their identities. The first edition of Black, White or Mixed Race? was a ground-breaking study: this revised edition uses new literature to consider what is now known about racialised identities and changes in the official use of 'mixed' categories. All new developments are placed in a histo…
Psychology (10 works) · Developmental psychology (7 works) · Sociology (5 works) · Early Childhood Education and Development (4 works) · Gender Studies (4 works) · Social Psychology (4 works) · Child Welfare and Adoption (3 works) · Medicine (3 works) · Reading (process) (3 works) · Reading and Literacy Development (3 works)