Literaturnachweis - Detailanzeige
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 |
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 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 |