{"title":"教师对评分、成绩和学生课堂行为的看法","authors":"Peggy Chen, Sarah Bonner","doi":"10.7459/ept/45.2.06","DOIUrl":null,"url":null,"abstract":"In this mixed-methods study, inservice and preservice teachers ( n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"46 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers’ Beliefs About Grading, Grades, and Student Classroom Conduct\",\"authors\":\"Peggy Chen, Sarah Bonner\",\"doi\":\"10.7459/ept/45.2.06\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this mixed-methods study, inservice and preservice teachers ( n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.\",\"PeriodicalId\":35223,\"journal\":{\"name\":\"Educational Practice & Theory\",\"volume\":\"46 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Practice & Theory\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7459/ept/45.2.06\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Practice & Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ept/45.2.06","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
Teachers’ Beliefs About Grading, Grades, and Student Classroom Conduct
In this mixed-methods study, inservice and preservice teachers ( n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.
期刊介绍:
Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.