Do Grades Tell Parents What They Want and Need to Know?

Autor/inn/en	Webber, Jim; Wilson, Maja
Titel	Do Grades Tell Parents What They Want and Need to Know?
Quelle	In: Phi Delta Kappan, 94 (2012) 1, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Grades (Scholastic); Criticism; Parent Student Relationship; Incentives; Motivation; Educational Psychology; Educational Theories; Teacher Student Relationship; Parent School Relationship; Parent Teacher Cooperation; Computer Mediated Communication; Interpersonal Communication + Suchen Sie Ihr Suchwort? Notenspiegel; Kritik; Anreiz; psychologische; Motivation (psychologisch); Erziehungspsychologie; Pädagogische Psychologie; Educational theory; Theory of education; Bildungstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Computerkonferenz; Interpersonale Kommunikation
Abstract	Teachers' objections to an emphasis on narrative, descriptive evaluation and a de-emphasis on grades cannot rest on uninformed claims about what parents want. Decades of research show that grades don't lead to deeper understandings, increased intellectual risk-taking, or better performance on complex tasks. Similarly, conversations based around grades can't produce these results either. Interviews with parents show that parents want teachers who observe their children carefully, develop strong learning relationships, and communicate meaningfully. The author holds copyright. Distributed by Phi Delta Kappa with permission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10