Perceptions of Self and Other in the Elementary Classroom: From George Spindler's "Roger Harker Story" to Today's Classrooms

Autor/in	Finnan, Christine
Titel	Perceptions of Self and Other in the Elementary Classroom: From George Spindler's "Roger Harker Story" to Today's Classrooms
Quelle	In: Anthropology & Education Quarterly, 44 (2013) 1, S.94-103 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12005
Schlagwörter	Elementary Schools; Grade 5; Classroom Research; Educational History; Bias; Interaction Process Analysis; Teacher Student Relationship; Teacher Attitudes; Teacher Influence; Students; Self Concept; Teacher Expectations of Students; Student Attitudes; Individual Development; Group Dynamics; Educational Anthropology; School Community Relationship; Culturally Relevant Education; Academic Achievement; California + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; School year 05; 5. Schuljahr; Schuljahr 05; History of education; Bildungsgeschichte; Prozessanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Student; Schüler; Schülerin; Studentin; Selbstkonzept; Schülerverhalten; Individuelle Entwicklung; Gruppendynamik; Pädagogische Anthropologie; Schulleistung; Kalifornien
Abstract	Consistent with research conducted by George Spindler 60 years ago, teachers continue to perceive groups of students, typically students that differ from the teacher, as less capable of accomplishing meaningful tasks, belonging and contributing to social groups, and engaging actively in challenging work. The bias is especially great for students who struggle to perform academically. The article reflects on the importance of teacher effects on students' developing sense of self, especially in our accountability age. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10