Examining K-12 Students' Perceptions of Student Teacher Effectiveness

Autor/inn/en	Stobaugh, Rebecca; Mittelberg, Julia; Huang, Xiaoxia
Titel	Examining K-12 Students' Perceptions of Student Teacher Effectiveness
Quelle	In: Teacher Development, 24 (2020) 2, S.274-292 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1739740
Schlagwörter	Elementary School Students; Secondary School Students; Elementary School Teachers; Secondary School Teachers; Student Attitudes; Teacher Effectiveness; Caring; Teacher Student Relationship; Learner Engagement; Teacher Competencies; Interpersonal Communication; Feedback (Response); Discipline; Trust (Psychology); Kentucky + Suchen Sie Ihr Suchwort? Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrkunst; Interpersonale Kommunikation; Disziplin
Abstract	Student ratings are a valid source of data for measuring teacher effectiveness. Students observe teachers more hours than administrators and are rather perceptive at measuring teachers' instructional proficiency. Listening to students' voices may offer key information about how teachers may best help students navigate their learning experiences in the classroom. Unfortunately, very few school districts invite feedback from students to glean insight into improving classroom learning. The purpose of the study was to examine elementary and secondary student perceptions of student teachers in a southeastern university who were assigned to teach in a number of schools in Kentucky. Students evaluated their student teachers through a survey on their level of support, transparency, understanding, discipline, engagement, nurturing, and trust. The results highlight some differences of students' perceptions at grade levels, between genders and language learners, and among content areas and parent education levels. Implications of the results are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01