Juvenile Delinquents' Views of Teachers' Language, Classroom Instruction and Listening Behaviors

Autor/inn/en	Sanger, Dixie; Deschene, Dannie; Stokely, Karen; Belau, Don
Titel	Juvenile Delinquents' Views of Teachers' Language, Classroom Instruction and Listening Behaviors
Quelle	In: Journal of Women in Educational Leadership, 5 (2007) 2, S.101-117 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-6224
Schlagwörter	Teacher Role; Delinquency; Juvenile Justice; Surveys; Females; Adolescents; Adolescent Attitudes; Language Usage; Questionnaires; Listening Comprehension; Teaching Methods; Difficulty Level; Vocabulary; Language Skills; Academic Achievement; Teacher Student Relationship; Violence; Learning Processes; Classroom Communication + Suchen Sie Ihr Suchwort? Lehrerrolle; Kriminalität; Jugendgerichtshilfe; Survey; Umfrage; Befragung; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachgebrauch; Fragebogen; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Wortschatz; Language skill; Sprachkompetenz; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gewalt; Learning process; Lernprozess; Klassengespräch
Abstract	The purposes of this study were to survey the views of female adolescents about: (a) their classroom teachers' language used during instruction, (b) their attitudes toward the language of classroom instruction, and (c) views about listening behaviors. A survey design was used with 31 participants ranging in age from 15 to 18 with a mean age of 17.12 years. Three questionnaires addressing classroom instruction and listening behaviors were read to each student. Two open-ended questions on learning in school were included in the study. Descriptive findings revealed the language load of the curriculum was too difficult and not sufficiently understood by one-third to more than one-half of the study participants. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10