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| Autor/in | Glock, Sabine |
|---|---|
| Titel | Pre-Service Teachers' Responses to Students' Misbehavior in the Classroom Depend on Students' Ethnicity: A Pilot Study |
| Quelle | In: Journal of Classroom Interaction, 52 (2017) 2, S.4-15 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0749-4025 |
| Schlagwörter | Preservice Teachers; Student Behavior; Behavior Problems; Ethnic Groups; Student Teacher Attitudes; Intervention; Discipline; Social Bias; Likert Scales; Statistical Analysis; Classroom Techniques; Foreign Countries; Germany; Turkey |
| Abstract | This study experimentally investigated preservice teachers' responses to student misbehavior according to the ethnic background of the student. Preservice teachers were presented with a verbal description of either an ethnic minority or an ethnic majority student. Afterwards, they were asked to estimate how likely they would be to apply each of 12 intervention strategies ranging from very mild to very harsh interventions. The results showed that preservice teachers consistently applied more strategies, and often harsher ones, in response to ethnic minority students' misbehavior. Results are discussed in terms of the mechanisms that might underlie this ethnic bias among preservice teachers. (As Provided). |
| Anmerkungen | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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