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ERIC Number: EJ1143664
Record Type: Journal
Publication Date: 2017-Jun
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-5984
Teaching Higher and Lower in Mastery Goal Structure: The Perspective of Students
Vedder-Weiss, Dana
Elementary School Journal, v117 n4 p566-592 Jun 2017
Taking a student's perspective, this study aims to characterize students' descriptions of teaching higher and lower in mastery goal emphasis, in elementary, middle, traditional, and democratic schools. Data were collected by student surveys and interviews from fifth- through eighth-grade Israeli students. Nineteen interviews, describing 5 science teachers perceived by their students as higher or lower in mastery goal emphasis, were chosen for further analyses, which employed the TARGETS framework. Results provided concrete illustrations of higher and lower mastery-emphasizing teaching, in different types of schools. Task, time, and autonomy emerged as salient dimensions differentiating between higher and lower perceived mastery goal structure as well as preparation for tests, recognition equality, and teachers' attentiveness.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A