Hispanic College Students' Perceptions of Characteristics of Effective Elementary School Teachers: A Multi-Stage Mixed Analysis

Autor/inn/en	Slate, John R.; Onwuegbuzie, Anthony J.; Schulte, Don P.
Titel	Hispanic College Students' Perceptions of Characteristics of Effective Elementary School Teachers: A Multi-Stage Mixed Analysis
Quelle	In: Journal of Educational Research & Policy Studies, 9 (2009) 1, S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	Graduate Students; First Generation College Students; Student Attitudes; Elementary School Teachers; Hispanic American Students; Teacher Characteristics; Teacher Effectiveness; Teacher Qualifications; Gender Differences; Undergraduate Students; Teacher Attitudes + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Geschlechterkonflikt; Lehrerverhalten
Abstract	In this multi-stage mixed analysis study, the views of 437 Hispanic students enrolled at two Hispanic-Serving Institutions in the Southwest were obtained concerning characteristics of effective elementary school teachers. Through the method of constant comparison (qualitative phase), 20 dominant themes were determined to be present in respondents' characteristics of effective elementary school teachers. A factor rotation revealed the presence of five meta-themes: Student-centered and Transmitter; Responsive; Enthusiastic, Empathetic, and Communicative; Professional and Director; and, Expert and Connector. Then these themes (quantitative phase), quantitized into an inter-respondent matrix that consisted of a series of 1s and 0s, were analyzed to determine whether participants differed in their themes as a function of gender, college status, and first-generation/non-first-generation status. Statistically significant differences were present between undergraduate and graduate students in their emphases on effective elementary school teachers, as well as between first-generation and non-first-generation college students. Implications are discussed. (Contains 6 tables.) (As Provided).
Anmerkungen	National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10