Parents' Beliefs: The Assumptions about the Nature of Teaching and Learning That Underlie the Practices They Prefer for the High School English Classroom.

Autor/in	Dodd, Anne Wescott
Titel	Parents' Beliefs: The Assumptions about the Nature of Teaching and Learning That Underlie the Practices They Prefer for the High School English Classroom.
Quelle	(1997), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; English Instruction; Grade 11; High Schools; Instructional Improvement; Parent Attitudes; Parent Participation; Teacher Behavior; Teaching Styles; Maine + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English langauage lessons; Englischunterricht; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Unterrichtsqualität; Elternverhalten; Elternmitwirkung; Teacher behaviour; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	To improve student performance, educators have recently adopted non-traditional classroom practices. Yet, as media reports and some research indicate, parents may favor traditional practices. A descriptive case study examined the beliefs of a representative sample of 25 parents of students in grade 11 who studied English in a heterogeneously-grouped American Studies course in a small high school in Southern Maine. Findings suggest that parents' beliefs may not be as traditional as many educators may think and that differences are not always related to social and economic class or educational background. Yet because beliefs are complex and not often explored, parents' expressed preferences or opposition to certain classroom practices can be easily misunderstood. This paper discusses some aspects of these beliefs to show why educators should involve parents in the process of changing instructional practices. Contains 30 references and 2 tables of data. (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC