Problem-Solving Style, Teaching Style, and Teaching Practices among In-Service Teachers

Autor/in	Mandelbaum, Matthew Gary
Titel	Problem-Solving Style, Teaching Style, and Teaching Practices among In-Service Teachers
Quelle	(2013), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-8960-2
Schlagwörter	Hochschulschrift; Dissertation; Problem Solving; Teaching Styles; Professional Autonomy; Prediction; Caring; Academic Achievement; Teaching Methods; Decision Making; Preferences; Teacher Attitudes; Class Activities; Secondary School Teachers; Private Schools; Teacher Surveys; Teacher Behavior; Correlation; Communication Skills; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Problemlösen; Lehrstil; Unterrichtsstil; Berufsfreiheit; Vorhersage; Care; Pflege; Sorge; Betreuung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Lehrerverhalten; Private school; Privatschule; Teacher behaviour; Korrelation; Kommunikationsstil; Soziale Entwicklung; Gefühlsbildung
Abstract	While educational psychologists have found evidence for effective teaching behaviors that lead to academic achievement, pedagogy still lacks prescriptive accuracy for all students at all times. Teaching style and problem-solving style may be underlying mechanisms behind teaching behaviors. The present study looked at these three interrelationships. The working hypothesis was that teachers with different, but well-developed problem-solving styles have distinctly different teaching styles, which in turn affect their preferences for certain teaching practices in response to typical classroom activities and interactions. One hundred and fourteen grades 9-12 private school teachers completed surveys to assess their problem-solving style, teaching styles, and teaching behaviors. Results revealed teachers' high valuation of people, novelty, and autonomy when solving problems predicts their ability to teach in an individualized, social way, which predicts their utilization of caring and supportive teaching behaviors. Additionally, teachers' ability to process information internally when making decisions predicts their ability for structured and rational teaching styles, which predict behaviors that show professional competence and communication skill. Correlations between other variables within the constructs add additional evidence to support this tentative model. Future research calls for linking the model to student outcomes to help improve academic and social-emotional achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01