Literaturnachweis - Detailanzeige
| Autor/in | Barnes, Susan |
|---|---|
| Titel | A Contrastive Study of Mentor and Nonmentor Teachers in Their Interactions with At-Risk Students. |
| Quelle | (1990), (14 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Classroom Communication; Classroom Environment; Classroom Techniques; Comparative Analysis; High Risk Students; High Schools; Interaction Process Analysis; Mentors; Rapport; Secondary School Teachers; Student Attitudes; Teacher Behavior; Teacher Student Relationship |
| Abstract | This exploratory study describes a sample of teacher-pupil interactions in a high school containing a large number of at-risk students. The study was also initiated to contrast a group of mentor teachers with nonmentor teachers in terms of teacher-pupil rapport. Mentors were chosen from a pool of volunteers by the school principal and a committee. Teacher-student rapport, one of the variables associated with at-risk status, was examined as a classroom condition of learning necessary to enhanced feelings of membership in the group. Observation of mentor and nonmentor teachers over a 3-day period in May focused on teacher-student interactions and on teacher actions likely to enhance student engagement and sense of class membership. Characteristics of high- and low-rapport classes are described; differences among teachers are identified and exemplified with anecdotal data. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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