Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study

Autor/inn/en	Ratcliff, Nancy J.; Carroll, Kimberly L.; Jones, Cathy R.; Costner, Richard H.; Sheehan, Heather C.; Hunt, Gilbert H.
Titel	Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study
Quelle	In: Teacher Educators' Journal, 10 (2017), S.118-141 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Longitudinal Studies; Observation; Teacher Behavior; Student Behavior; Grade 4; Grade 7; Achievement Gap; Grouping (Instructional Purposes); Teaching Methods; Questioning Techniques; Interaction; Power Structure; Time on Task; Elementary Schools; Middle Schools; Student Characteristics; Gender Differences; Racial Differences; Socioeconomic Status; Disabilities + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Grouping; Gruppenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Interaktion; Zeitaufwand; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Handicap; Behinderung
Abstract	This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional grouping patterns, instructional strategies employed, number and types of questions asked by teachers, and specific interactions observed during instructional and management episodes. The researchers found that instances of teacher normative control, student rebellion, and student off-task behavior were more prevalent in learning environments "with an achievement gap". Perhaps, more importantly, the research revealed that teachers across all classrooms relied predominantly on the use of low level questioning in whole group, teacher-directed settings. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: http://ateva.org/?page_id=450
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01