Different Types of Education: A Means for Diversity in Teaching or a Matter of Situated Teaching Only?

Autor/in	van der Aalsvoort, G. M.
Titel	Different Types of Education: A Means for Diversity in Teaching or a Matter of Situated Teaching Only?
Quelle	(2003), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Early Childhood Education; Elementary Education; Feedback; Foreign Countries; High Risk Students; Interpersonal Communication; Small Group Instruction; Special Education; Student Behavior; Student Participation; Teacher Behavior; Teacher Student Relationship; Teaching Methods; Young Children; Netherlands + Suchen Sie Ihr Suchwort? Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Ausland; Problemschüler; Interpersonale Kommunikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Niederlande
Abstract	This study examined teachers' and young students' behaviors in the classroom, focusing on at-risk students in four mainstream and eight special institutions in one Dutch city. The study investigated whether there was a relationship between type of institution and teaching methods. Researchers examined quality of interaction, classroom practice, and small group work, identifying processes that elicited effective student participation. Data were collected on teachers from 12 institutions using observation of classroom climate, teacher-student interactions, student persistence, and teacher and student verbal behaviors. Data analysis indicated that teachers in special institutions differed from teachers in mainstream institutions with respect to pedagogical atmosphere in the classroom. Teachers offered more security in special institutions. Verbal behavior differed between types of schools. Teachers from special institutions used more informative feedback during small group work and less neutral feedback than teachers from mainstream schools. There were no differences in student behavior between schools. All students showed high persistence and sufficient orientation toward the teacher in small groups. Teachers controlled the materials presented in 75 percent of mainstream and 50 percent of special settings. (Contains 27 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC