Students' Stories of Their Best and Poorest K-5 Teachers: A Mixed Data Analysis

Autor/inn/en	Slate, John R.; Capraro, Mary Margaret; Onwuegbuzie, Anthony J.
Titel	Students' Stories of Their Best and Poorest K-5 Teachers: A Mixed Data Analysis
Quelle	In: Journal of Educational Research & Policy Studies, 7 (2007) 2, S.53-79 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Effectiveness; Elementary School Teachers; Student Teacher Attitudes; Teacher Competencies; Surveys; Ethnicity; Classroom Techniques; Teacher Characteristics; Majors (Students); Teaching Skills; Females; Early Childhood Education; Bilingual Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Survey; Umfrage; Befragung; Ethnizität; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Weibliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht
Abstract	In this study, a multi-stage mixed analysis was used to examine stories from 72 undergraduate teacher education students regarding their best and poorest K-5 teachers, alongside responses to Likert-format survey items. Participants expressed strong agreement with items derived from the literature concerning characteristics of effective teachers (quantitative analysis phase). Themes from their stories were derived and exemplar stories of best and of poorest teachers are provided (qualitative analysis phase). Qualitative data were quantitized and statistically analyzed (quantitative analysis phase), revealing that five best K-5 teacher themes discriminated the students' ethnicity and six best K-5 teacher themes discriminated the students' major. Thus, this investigation provides a compelling example of the role that mixed analyses can play in identifying preservice teachers' perceptions. (Contains 3 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