Equitable or Equal Classroom Management? Teacher Candidates' Contrasting Beliefs about the Impact of Student Demographics

Autor/inn/en	Kwok, Andrew; McIntush, Karen; Svajda-Hardy, Megan
Titel	Equitable or Equal Classroom Management? Teacher Candidates' Contrasting Beliefs about the Impact of Student Demographics
Quelle	In: Learning Environments Research, 24 (2021) 3, S.409-422 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McIntush, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-020-09334-x
Schlagwörter	Equal Education; Classroom Techniques; Preservice Teachers; Student Attitudes; Student Characteristics; School Demography; Pretests Posttests; Program Effectiveness + Suchen Sie Ihr Suchwort? Klassenführung; Schülerverhalten; Schulbesuchsrate
Abstract	This qualitative study involved teacher candidates' entry and exit survey responses from one teacher preparation program. From survey items about whether these teacher candidates think student demographics impact upon classroom management, we found that teachers at the beginning of the program started to recognise that students are indeed diverse in many ways, but contrasted in how they would respond to student differences accordingly. At the end of the program, teachers were more robust in their responses but differed with one another in being either equitable or equal in their classroom management strategies. Findings have implications for teacher education for creating learning environments that are more culturally-responsive towards students' individual needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01