"But I Have to Have an A": Probing the Cultural Meanings and Ethical Dilemmas of Grades in Teacher Education.

Autor/in	Placier, Margaret
Titel	"But I Have to Have an A": Probing the Cultural Meanings and Ethical Dilemmas of Grades in Teacher Education.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Action Research; Beginning Teachers; College Students; Cultural Context; Culture Conflict; Ethics; Grades (Scholastic); Grading; Higher Education; Student Attitudes; Student Evaluation; Teacher Attitudes; Teacher Educators; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Projektforschung; Junior teacher; Junglehrer; Collegestudent; Kulturkonflikt; Ethik; Notenspiegel; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Studentische Bewertung; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper examines grading policies and the college student culture, as part of an ongoing collaborative study of the socialization of beginning teacher educators on four campuses. Utilizing a combination of participant observation and action research to arrive at a better understanding of grades and the improvement of grading practices, four teacher educators shared journals and conducted inquiries on aspects of teaching that both intrigued and troubled them. After 3 years it was determined that grades were the source of literally all conflict with students. A framework is provided for: the exploration of research on college grading practices; political, cultural and ethical contexts of grading decisions; everyday manifestations of "grade-orientation"; student justifications for grade changes; what students believe grades should mean; and the presentation of two vignettes describing grading fiascos. Although a graduate course on grading methods is not suggested, it is recommended that the topic be included in policy discussions at the graduate level. A table, based on a series of psychological studies characterizing college students as being either grade- or learning oriented is appended. (Contains 41 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01