Teachers' Beliefs about Grading, Grades, and Student Classroom Conduct

Autor/inn/en	Chen, Peggy; Bonner, Sarah
Titel	Teachers' Beliefs about Grading, Grades, and Student Classroom Conduct
Quelle	In: Educational Practice and Theory, 45 (2023) 2, S.69-91 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/45.2.06
Schlagwörter	Teacher Attitudes; Grading; Preservice Teachers; Student Attitudes; Student Behavior; Classroom Techniques; Learning Theories; Behaviorism; Academic Achievement; Educational Practices; Constructivism (Learning); Summative Evaluation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Notengebung; Schulnote; Schülerverhalten; Student behaviour; Klassenführung; Learning theory; Lerntheorie; Behaviourism; Behaviorismus; Schulleistung; Bildungspraxis
Abstract	In this mixed-methods study, inservice and preservice teachers (n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01