A Study of Contrasting Styles of Teacher Behavior.

Autor/in	Smith, Douglas K.
Titel	A Study of Contrasting Styles of Teacher Behavior.
Quelle	(1978), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Elementary Education; Elementary School Teachers; Induction; Interaction Process Analysis; Research Reports; Socialization; Student Behavior; Student Teacher Relationship; Teacher Behavior; Teaching Styles; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Induktion; Induktive Methode; Prozessanalyse; Research report; Forschungsbericht; Socialisation; Sozialisation; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	Classroom behavior of elementary level teachers who display contrasting styles of socialization was analyzed. The Classroom Management Questionnaire, an instrument designed to measure socialization style as derived from Aronfreed's Induction-Sensitization Paradigm, was administered to a sample of elementary teachers. Those scoring one standard deviation above or below the mean were selected for classroom observation using the Flanders Interaction Analysis Categories System. The two groups displayed significantly different teacher-student interaction patterns. The inductive teachers used specific praise with students, minimal amounts of criticism, and small group activities with a focus on accepting and expanding student ideas and feelings. The sensitizing teachers used perfunctory praise, public criticism of students, large group activities with an emphasis on student misbehavior. While most teachers tend to display a combination of behaviors, each teacher does display an overall socialization style that can be observed and measured. The next step in the process is to determine the effects of these styles on the cognitive and affective development of students. (Author/CKJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC