ERIC Number: ED220451
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Classroom Perspectives: A Comparison of Teachers', Students', and Observers' Perceptions of Teacher Behavior.
Rohrkemper, Mary M.
Eight elementary school teachers, judged outstanding in ability to deal with difficult students but differing in socialization style (behavior modification, which involves rewards, or induction approaches, which emphasize rationales for behavior change), were the subjects of a study on classroom management strategies. The teachers nominated one male and one female pupil who best represented the following behavior patterns: (1) underachieving and defiant or hostile/aggressive; (2) hyperactive and distractible or shy; and (3) low achieving. Teachers also nominated three male and three female students who were not difficult. Teachers, students, and classroom observers were interviewed about their predictions and understanding of teacher responses to three vignettes depicting inappropriate student behavior: underachievement, hyperactivity, and low achievement. Responses were analyzed for general trends across sources of prediction, and comparisons were made among students whose teachers differed in socialization style and among students who differed in grade level, classroom adjustment, and sex. The data provide information on the difference between intended and actualized behavior and goals and indicate the need to examine the difference between messages which teachers intend to communicate to their students and that which is actually perceived. Differences among students' responses associated with grade level illustrate communication skills that teachers of younger children may want to improve so that students perceive teacher behavior as it was intended. Differences in students' reports that were associated with teacher socialization style underscore the need to learn more about the socialization role of the classroom teacher. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).