Literaturnachweis - Detailanzeige
| Autor/inn/en | Fisher, Darrell; Rickards, Tony; Newby, Michael |
|---|---|
| Titel | A Multi-Level Model of Classroom Interactions Using Teacher and Student Perceptions. |
| Quelle | (2001), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; Foreign Countries; Models; Student Attitudes; Teacher Attitudes; Teacher Behavior; Teacher Student Relationship; Australia; Questionnaire on Teacher Interaction |
| Abstract | The purpose of this study was to compare students' perceptions of teacher-student interactions with those of their teachers by administering the Questionnaire on Teacher Interaction (QTI) to teachers and students in 80 lower secondary school classes in Tasmania and Western Australia. There are three possible versions of the QTI. Students completed the student version which assesses the students' perceptions of the teacher-student interaction in a specific class. Their teachers completed the teacher actual version of how they perceived their interactions with their students in those same classes. The teachers also indicated how they thought ideal teachers would interact with students by responding to the teacher ideal version. Previous statistical analysis had confirmed the reliability and validity of the QTI for secondary school students. Two multilevel models were proposed: the teacher ideal interaction influences the teacher actual interaction; and the teacher actual affects the student actual and vice versa. Using structural equation modeling techniques, both models were found to be reasonable fits to the data. The results would seem to confirm the underlying basis of the QTI in that the teachers' actual perceptions of their interactions with students affects the students' perceptions, which in turn affect the teachers' perceptions. (Contains 26 references, 6 tables, and 2 figures.) (Author/PM) |
| Anmerkungen | For full text: http://www.aare.edu.au/01pap/fis01049.htm. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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