Classroom Perspectives: A Comparison of Teachers', Students', and Observers' Perceptions of Teacher Behavior.

Autor/in	Rohrkemper, Mary M.
Titel	Classroom Perspectives: A Comparison of Teachers', Students', and Observers' Perceptions of Teacher Behavior.
Quelle	(1982), (47 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Behavior Modification; Behavior Problems; Classroom Techniques; Elementary Education; Interaction; Sex Differences; Socialization; Student Attitudes; Student Behavior; Student Teacher Relationship; Teacher Behavior; Teacher Effectiveness; Teacher Response; Teaching Styles + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Klassenführung; Elementarunterricht; Interaktion; Sex difference; Geschlechtsunterschied; Socialisation; Sozialisation; Schülerverhalten; Student behaviour; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkommentar; Lehrstil; Unterrichtsstil
Abstract	Eight elementary school teachers, judged outstanding in ability to deal with difficult students but differing in socialization style (behavior modification, which involves rewards, or induction approaches, which emphasize rationales for behavior change), were the subjects of a study on classroom management strategies. The teachers nominated one male and one female pupil who best represented the following behavior patterns: (1) underachieving and defiant or hostile/aggressive; (2) hyperactive and distractible or shy; and (3) low achieving. Teachers also nominated three male and three female students who were not difficult. Teachers, students, and classroom observers were interviewed about their predictions and understanding of teacher responses to three vignettes depicting inappropriate student behavior: underachievement, hyperactivity, and low achievement. Responses were analyzed for general trends across sources of prediction, and comparisons were made among students whose teachers differed in socialization style and among students who differed in grade level, classroom adjustment, and sex. The data provide information on the difference between intended and actualized behavior and goals and indicate the need to examine the difference between messages which teachers intend to communicate to their students and that which is actually perceived. Differences among students' responses associated with grade level illustrate communication skills that teachers of younger children may want to improve so that students perceive teacher behavior as it was intended. Differences in students' reports that were associated with teacher socialization style underscore the need to learn more about the socialization role of the classroom teacher. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01