Hispanic College Students' Views of Effective Middle-School Teachers: A Multi-Stage Mixed Analysis

Autor/inn/en	Schulte, Don P.; Slate, John R.; Onwuegbuzie, Anthony J.
Titel	Hispanic College Students' Views of Effective Middle-School Teachers: A Multi-Stage Mixed Analysis
Quelle	In: Learning Environments Research, 14 (2011) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-011-9088-9
Schlagwörter	Graduate Students; First Generation College Students; Teacher Attitudes; Hispanic American Students; Middle School Teachers; Teacher Effectiveness; Student Evaluation of Teacher Performance; Undergraduate Students; Teacher Characteristics; Grounded Theory; Gender Differences; Correlation; Student Attitudes; Instructional Effectiveness; Followup Studies + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerverhalten; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Geschlechterkonflikt; Korrelation; Schülerverhalten; Follow-up studies; Kontaktstudium
Abstract	In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method of constant comparison (qualitative phase), 38 themes were determined to be present in respondents' characteristics of effective middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted of a series of 1s and 0s, were analysed 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 males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college students in their emphases on effective middle-school teachers. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10