SOCIOGRAM COOPERATIVE CLINICAL ASSIGNMENT

PURPOSE: The purpose of this clinical assignment are twofold:

 1. to give you experience in a cooperative group activity where all four members must contribute equally in an interdependent fashion in order to accomplish the task. In this sense the activity is somewhat modeled after Shlomo Sharan's Group Investigation (G-I) approach to cooperative learning.

 2. to master the social-psychological techniques of "sociometry" - the quantitative and qualitative diagnosis and interpretation of classroom climate through peer friendship patterns.

 DIRECTIONS: Materials... Each member of the group will have available to you the instructions on the web:Sociometry In The Classroom: How To Do It

 2. One copy only for the entire group of an intact classroom report. This includes a single page report for each child in the classroom entitled "sociometry Report, McGuffey - EDP 621... Class=##.

 Assignment. After reading the instructions in Sherman's ON-Line Sociometry In The Classroom: How To Do It, each member of the four or three-person team will:

 1. Decide which of the 4 questions each of you will diagram: e.g., Lunch, Movie, Study, Rejection.

 2. Cut off the portion of the report dealing with your question.

 3. Using our down-loadable sociometry program each of you should be able to create a copy of the sociogram and bar Graph (Figure 16 or 17 and Figure 3) for each of your sociometric questions. These two items will comprise each of your individual contributions ... almost like chapters in a book.

 4. After sociometrically diagraming each of your individual questions, including 1st, 2nd and 3rd choices, each team member will identify the code numbers of the children in your individual sociogram who are like the descriptions in steps 3 and 4 of the on line instructions (see step 3 and step 4 in the on-line instructions):


5. Try to discover what, if any, relationships exist between your "stars" and self esteem [25 ITEM=#] or locus of control [LOFCQ: #]. This is not a statistical, but rather an eyeball," or "Woh!" test.  Copy their scores next to where they are located in your sociogram and see if you can see any patterns.  Try to use the "language" of the two texts to explain what you see: Leadership, Communication, Norms, Conflict, Expectations, etc.  Use Mara's book as well.  Her chapters give you some hints as to what should be present if her chapter visions are working.

 6. As a team, describe the relationship between the sociogram patterns and children's gender, both for each of your individual sociograms, as well as the collective set of four sociograms.

 7. As a team, compare the similarities and differences between each of your sociograms. There are many of each. The more the better. Be creative.

 8. As a team describe the relationships which you feel exists between the "social Distance Scores [ADJUSTED SOCIAL DISTANCE SCORE]" and the "Social Attraction Scores [either the LMSQ or the WEIGHTED TOTAL SCORE FOR THE INDIVIDUAL LUNCH/MOVIE/STUDY OR REJECTION QUESTION]."

 Resulting Product. These activities should result in one paper including:

 1. A cover page with the group number and members names, as well as the classroom ID number of the classroom which you are analyzing.

 2. An introductory chapter in which you try to give a general description of the classroom all of you are analyzing. The tables on pages 10-15, especially the normative tables on pages 7 (self esteem scores, Table 1) and 9 (locus of control scores, Table 2). This introductory section should also point out who is analyzing each question and how you as a group decided this.

 3. Four individual chapter contributions by each member which will include:

4. A sixth chapter which attempts to synthesize and integrate your individual contributions and draws a group conclusion when addressing numbers 6, 7 and 8 above.  Be sure to try and use the language of the text books (Schmuck & Schmuck; Sapon-Shevin) to explain what you are seeing.