A Comparison of Teacher Attitudes and Beliefs about Issues in Education across Conventional and Direct Instruction Schools

Autor/inn/en	Snider, Vicki E.; Schumitsch, Rebecca
Titel	A Comparison of Teacher Attitudes and Beliefs about Issues in Education across Conventional and Direct Instruction Schools
Quelle	In: Journal of Direct Instruction, 6 (2006) 1, S.17-33 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0077
Schlagwörter	Cognitive Style; Class Size; Teacher Attitudes; Comparative Analysis; Teaching Methods; Beliefs; Conventional Instruction; Academic Achievement; Teacher Surveys + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Klassengröße; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Schulleistung
Abstract	The purpose of this study was to compare the beliefs and attitudes of teachers in conventional schools versus teachers in schools with implementations of Direct Instruction (DI). Teachers were asked to take sides on statements about classroom practices as well as related educational and professional issues. The results revealed statistically significant differences between groups on all items. The majority of DI teachers agreed with statements that supported explicit teaching practices, whereas the majority of conventional teachers were undecided or balanced on most items. Conventional teachers reserved their strongest support for the relevance of learning style, use of eclectic instruction, and the importance of small class size for academic achievement. Results also revealed important differences between DI and conventional teachers in their attitudes about professional issues. (Contains 4 tables.) (Author).
Anmerkungen	Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site: http://www.adihome.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10