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ERIC Number: EJ780519
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0003-1003
Actual versus Preferred Classroom Experience among Secondary Teachers and Their Students
Springer, Ken; Morganfield, Barbara; Diffily, Deborah
American Secondary Education, v35 n2 p17-35 Spr 2007
The actual and preferred classroom experiences of 11 teachers and their 254 secondary students were surveyed. Our survey focused on nine dimensions of effective teaching. In contrast to existing research, in which dimensions of teaching practice are experimenter-defined, our survey reflected the educator standards of a particular state (Texas). Our primary interest was the extent to which actual and preferred experiences would reflect the ideals embodied in these standards. There were three main findings. First, teacher preferences conformed more closely than student preferences to the standards. Second, the divergence between individual preferences and actual experiences was greater for teachers than for students. Third, student preferences and experiences were influenced by gender, SES, and grade. Additional findings include substantial teacher student consistency in descriptions of the same classroom, and connections between actual experience in a class and anticipated grade. Overall, the results imply that as educational practice becomes increasingly standards-driven, teaching practice does not automatically match student preferences more closely.
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas