Literaturnachweis - Detailanzeige
Autor/inn/en | Braxton, John M.; und weitere |
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Titel | Anticipatory Socialization of Undergraduate College Teaching Norms by Entering Graduate Teaching Assistants. |
Quelle | In: Research in Higher Education, 36 (1995) 6, S.671-86Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0361-0365 |
Schlagwörter | Beginning Teachers; Behavior Standards; College Instruction; Entry Workers; Grading; Graduate Students; Higher Education; Interpersonal Competence; Moral Values; Planning; Socialization; Student Attitudes; Teacher Attitudes; Teaching Assistants Junior teacher; Junglehrer; Hochschullehre; Notengebung; Schulnote; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Moral value; Ethischer Wert; Ablaufplanung; Planungsprozess; Socialisation; Sozialisation; Schülerverhalten; Lehrerverhalten |
Abstract | A study of 250 new teaching assistants and 122 tenure-track faculty investigated their endorsement of 4 norms defining appropriate and inappropriate teaching behavior: (1) interpersonal disregard; (2) particularistic grading; (3) moral turpitude; and (4) inadequate planning. Both groups accorded the norms similar levels of impropriety. Questions about the role of assistantships in socializing future faculty are raised. (MSE) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |