Student Mistakes in Elite School Classrooms: Teacher Reflections and Reported Instructional Strategies

Autor/in	Donaldson, Maleka
Titel	Student Mistakes in Elite School Classrooms: Teacher Reflections and Reported Instructional Strategies
Quelle	In: Journal of Educational Research and Practice, 13 (2023) 1, S.203-218 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Donaldson, Maleka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Teachers; High School Students; Private Schools; Teacher Behavior; Error Correction; Trust (Psychology); Student Participation; Questioning Techniques; Teaching Methods; Teacher Attitudes; Feedback (Response); Error Patterns; Teacher Student Relationship; Student Role; Teacher Role; Interaction + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Private school; Privatschule; Teacher behaviour; Lehrerverhalten; Korrektur; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Interaktion
Abstract	This article explores how teachers respond to student mistakes in one educational setting--an elite private high school. This qualitative study is a thematic analysis of in-depth, semi-structured interviews with teachers at one such school. The results reveal that in their responses to student mistakes, the teachers work to build trust and emotional safety, give students agency throughout the learning and feedback processes, and ask probing questions that rigorously challenge their thinking. By considering teacher accounts of their instructional approaches and past experiences, the study adds a context-specific, real-world perspective on how teachers in an elite school frame student mistakes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01