Addressing Teachers' Feelings of Lack of Control over Policy Issues

Autor/in	Judson, Eugene
Titel	Addressing Teachers' Feelings of Lack of Control over Policy Issues
Quelle	In: Journal of Education and Training Studies, 2 (2014) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Locus of Control; Behavior Modification; Teacher Education Programs; Science Teachers; Teacher Influence; Teacher Empowerment; Policy; Training Methods; Educational Practices; Educational Strategies; Graduate Students; Inservice Teacher Education; Pretests Posttests; Course Organization; Course Objectives; Academic Standards; Standardized Tests; Controversial Issues (Course Content); Teacher Attitudes; Attitude Change; Arizona + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Politik; Didaktik; Trainingsmaßnahme; Bildungspraxis; Lehrstrategie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Course organisation; Kurskonzept; Standadised tests; Standardisierter Test; Controversial issues; Kontroverse; Lehrerverhalten; Attitudinal change; Einstellungsänderung
Abstract	This study reports on how an American Education System course, traditionally taught with broad objectives, was contextualized for science teachers. Using pre-assessment data, specific policy issues were targeted with the objective of increasing teachers' feelings of influence over issues. The approach used was adapted from exposure therapy, a method common in behavioral therapy. This involved providing greater depth of understanding of issues, revisiting issues repeatedly, and developing professional dialogue. After participating in the course, teachers were significantly less likely to list standardized testing and curriculum standards as critical issues. The teachers correspondingly significantly increased their internal locus of control over these issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01