Eight Teachers' Control Orientations and Their Students' Problem-Solving Ability. Research Series No. 188.

Autor/inn/en	Prawat, Richard S.; Anderson, Ariel L. H.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Eight Teachers' Control Orientations and Their Students' Problem-Solving Ability. Research Series No. 188.
Quelle	(1988), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Rearing; Classroom Research; Elementary Education; Elementary School Students; Grade 3; Grade 4; Interpersonal Competence; Models; Parenting Skills; Personal Autonomy; Problem Solving; Socialization; Student Role; Teacher Behavior + Suchen Sie Ihr Suchwort? Kindererziehung; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Interpersonale Kompetenz; Analogiemodell; Individuelle Autonomie; Problemlösen; Socialisation; Sozialisation; Teacher behaviour; Lehrerverhalten
Abstract	An interview of 64 students in eight 3rd- and 4th-grade classrooms and an assessment of their teachers' control orientation were conducted for the purpose of testing the hypothesis that students of autonomy-granting teachers are better means-ends thinkers than those of controlling teachers. Dimensions of students' classroom socialization of particular interest were task demands and interpersonal competence. Aspects of the task demands dimension included following directions and monitoring one's comprehension. The interpersonal dimension included outcomes such as sharing and being helpful. Student competence was assessed with a modified version of Shure and Spivak's (1972) means-ends problem-solving measure. Teacher control orientation, the dependent variable, was assessed with an instrument that reflected the extent to which teachers preferred to be controlling or autonomy-granting with students. Results indicated that students' problem-solving ability in the task demands domain was related to teacher control orientation in a way that was consistent with the literature on effective parenting. Results favored an "information internalization" model of classroom socialization. In regards to teacher control orientation, it was concluded that it is unrealistic to expect that one best approach to teaching exists. (RH)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 (Research Series No. 188, $3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC