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ERIC Number: ED072030
Record Type: Non-Journal
Publication Date: N/A
Pages: 23
Abstractor: N/A
Reference Count: N/A
Teachers' Belief Systems and Grading Practices.
Frank, Harry; Brown, Clarence
This report investigated two hypotheses: 1) junior high school teachers with concrete belief systems would assign more unsatisfactory citizenship grades and lower academic grades than more abstract teachers; and 2) the correlation between citizenship and academic grades would be higher for concrete than abstract teachers. Ten teachers from McKinley Junior High School, Flint, Michigan, were divided into two groups. The first group consisted of five teachers who had assigned the greatest number of satisfactory citizenship grades; the second group contained five teachers who had assigned the greatest number of unsatisfactory citizenship grades. Each teacher's level of conceptual differentiation was assessed by the semi-projective This I Believe test (TIB). Subjects grouped under System 1 had concrete belief systems and subjects grouped under Others had abstract belief systems. Statistical analysis revealed a positive correlation between academic and citizenship grade assignment and teachers' belief systems. However, there was a higher correlation between academic and citizenship grades assigned by System 1 teachers than by Others. Analysis revealed that Hypothesis 1 was directionally significant at the .05 level but the relationship was not as strong as the others tested. Six tables of statistical data were included. (BRB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan