Commentary: The Invisible Hand of the Teacher

Autor/in	Kindermann, Thomas A.
Titel	Commentary: The Invisible Hand of the Teacher
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 5, S.304-308 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.04.005
Schlagwörter	Social Structure; Socioeconomic Influences; Child Development; Classroom Environment; Interaction; Teacher Characteristics; Student Characteristics; Teacher Student Relationship; Educational Strategies; Teaching Methods; Parent Influence; Educational Research; Developmental Psychology; Teacher Education + Suchen Sie Ihr Suchwort? Sozialstruktur; Sozioökonomischer Faktor; Kindesentwicklung; Klassenklima; Unterrichtsklima; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Entwicklungspsychologie; Lehrerausbildung; Lehrerbildung
Abstract	Traditional empirical studies on developmental processes in school tend to view contributions of teachers, peers, and the classrooms' social structure (and even parent effects) as if all were independent of one another. As this Special Issue demonstrates, however, these processes are more complex. When classroom interactions are seen as the "engine" of development (Bronfenbrenner & Morris, 1998), attention to the invisible hand of the teacher is necessary. The contributions to the issue show empirical strategies common to such a perspective (use of cross-informant data, attention to interconnections between different kinds of relationships and to interconnections between the social and academic domains), and they all highlight common conceptual features (focus on relationships and social structure, on reciprocal processes, and on the person characteristics of teachers and peers). Taken together, the findings from the studies should have a collective impact on teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10