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ERIC Number: EJ924132
Record Type: Journal
Publication Date: 2011-Jul
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher's Perception of the Subject Matter
Biberman-Shalev, Liat; Sabbagh, Clara; Resh, Nura; Kramarski, Bracha
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n5 p831-840 Jul 2011
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible'" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Identifiers - Assessments and Surveys: Program for International Student Assessment