Literaturnachweis - Detailanzeige
| Autor/in | Lujan, Jaime |
|---|---|
| Titel | How Teacher Behavior Relates to Student Effort in Classrooms for Low and High Status Students. |
| Quelle | , (14 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Academic Persistence; Classroom Environment; Elementary Secondary Education; Positive Reinforcement; Socioeconomic Status; Student Attitudes; Student Motivation; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior |
| Abstract | Differential treatment of students by teachers (degree of warmth and friendliness) is helping to account for the failure of low-achieving students. Warm, friendly teacher behavior does not affect student academic achievement directly. Achievement requires effort-engagement on the part of the student as a necessary but not a sufficient condition for successful performance. Teacher warmth influences primarily effort-engagement behaviors which in turn affect achievement. Nineteen teachers were observed in 109 high school class sessions in a suburban school, and 24 racially integrated elementary classes were observed with race as a status characteristic to compare behavior towards low-achieving and high-achieving students. Praise was recorded whenever a teacher made positive encouraging remarks about student effort or academic work either individually, in small groups, or to the entire class. Data reveal that low-achieving and low status students who are unable to do grade level work perceive that the teacher is warm and friendly. Students who are high in academic skill level perceive teachers as less warm. There is some evidence that teacher praise is not seen as a reward for work well done but as part of a diffuse reinforcing of the individual. Further study of teacher warmth is needed. (CJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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