Teaching Higher and Lower in Mastery Goal Structure: The Perspective of Students

Autor/in	Vedder-Weiss, Dana
Titel	Teaching Higher and Lower in Mastery Goal Structure: The Perspective of Students
Quelle	In: Elementary School Journal, 117 (2017) 4, S.566-592 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/691584
Schlagwörter	Teaching Methods; Mastery Learning; Student Attitudes; Interviews; Elementary School Students; Middle School Students; Student Surveys; Guidelines; Goal Orientation; Science Teachers; Foreign Countries; Test Preparation; Personal Autonomy; Science Instruction; Institutional Characteristics; Teacher Student Relationship; Recognition (Achievement); Israel + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Richtlinien; Zielorientierung; Zielvorstellung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Individuelle Autonomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Anerkennung
Abstract	Taking a student's perspective, this study aims to characterize students' descriptions of teaching higher and lower in mastery goal emphasis, in elementary, middle, traditional, and democratic schools. Data were collected by student surveys and interviews from fifth- through eighth-grade Israeli students. Nineteen interviews, describing 5 science teachers perceived by their students as higher or lower in mastery goal emphasis, were chosen for further analyses, which employed the TARGETS framework. Results provided concrete illustrations of higher and lower mastery-emphasizing teaching, in different types of schools. Task, time, and autonomy emerged as salient dimensions differentiating between higher and lower perceived mastery goal structure as well as preparation for tests, recognition equality, and teachers' attentiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01