Literaturnachweis - Detailanzeige
Autor/inn/en | Chen, Peggy; Bonner, Sarah |
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Titel | Teachers' Beliefs about Grading, Grades, and Student Classroom Conduct |
Quelle | In: Educational Practice and Theory, 45 (2023) 2, S.69-91 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1323-577X |
DOI | 10.7459/ept/45.2.06 |
Schlagwörter | Teacher Attitudes; Grading; Preservice Teachers; Student Attitudes; Student Behavior; Classroom Techniques; Learning Theories; Behaviorism; Academic Achievement; Educational Practices; Constructivism (Learning); Summative Evaluation |
Abstract | In this mixed-methods study, inservice and preservice teachers (n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling. (As Provided). |
Anmerkungen | James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |