Actual versus Preferred Classroom Experience among Secondary Teachers and Their Students

Autor/inn/en	Springer, Ken; Morganfield, Barbara; Diffily, Deborah
Titel	Actual versus Preferred Classroom Experience among Secondary Teachers and Their Students
Quelle	In: American Secondary Education, 35 (2007) 2, S.17-35 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Teacher Effectiveness; Student Attitudes; Educational Practices; Teaching Methods; Student Experience; Secondary School Teachers; Secondary School Students; Teacher Attitudes; State Standards; Gender Differences; Socioeconomic Influences; Age Differences; Teaching Experience; Texas + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Sekundarschüler; Lehrerverhalten; Geschlechterkonflikt; Sozioökonomischer Faktor; Age; Difference; Age difference; Altersunterschied
Abstract	The actual and preferred classroom experiences of 11 teachers and their 254 secondary students were surveyed. Our survey focused on nine dimensions of effective teaching. In contrast to existing research, in which dimensions of teaching practice are experimenter-defined, our survey reflected the educator standards of a particular state (Texas). Our primary interest was the extent to which actual and preferred experiences would reflect the ideals embodied in these standards. There were three main findings. First, teacher preferences conformed more closely than student preferences to the standards. Second, the divergence between individual preferences and actual experiences was greater for teachers than for students. Third, student preferences and experiences were influenced by gender, SES, and grade. Additional findings include substantial teacher student consistency in descriptions of the same classroom, and connections between actual experience in a class and anticipated grade. Overall, the results imply that as educational practice becomes increasingly standards-driven, teaching practice does not automatically match student preferences more closely. (Author).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10