A Comparison of Role Expectations for Effective Urban Teachers and Behavioral Profiles of Candidates for Alternative Teacher Licensure.

Autor/in	O'Bannon, Blanche W.
Titel	A Comparison of Role Expectations for Effective Urban Teachers and Behavioral Profiles of Candidates for Alternative Teacher Licensure.
Quelle	(1993), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Alternative Teacher Certification; Comparative Analysis; Educational Environment; Elementary Education; Elementary School Teachers; Employment Interviews; Higher Education; Interpersonal Competence; Success; Teacher Behavior; Teacher Characteristics; Teacher Expectations of Students; Teacher Role; Teacher Selection; Teacher Supply and Demand; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Erfolg; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Lehrerbedarf; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Despite a high attrition rate among urban teachers, some have remained and have proven to be effective with the urban population of learners. This paper determines the perceptions of urban teachers and university faculty of the role of an effective urban teacher and compares these perceptions to the natural behavioral styles of candidates for an initial and alternative licensure program in a College of Education. Using two instruments (The Role Behavior Analysis and the Personal Profile System), the study assessed information collected from 20 effective urban teachers, 11 teacher educators from an urban university that places emphasis on the preparation of teachers for urban schools, and 34 candidates for alternative teacher licensure in an urban setting. The study showed similarities between expectations of urban teachers and urban university professors about the behaviors of effective teachers in the urban setting: effective urban teachers have a primary drive for influencing (or inducement), a secondary drive for dominance, and a drive for steadiness that comes in last. Differences were in the strengths of the tendencies. Comparing these perceptions with predictions for success, as indicated by the Urban Teacher Selection Interview, showed no similarities in the prediction of success using this process with the behavioral patterns that met expectations of teachers and university professors. Four tables and one figure are included. (Contains 40 references.) (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01