教师对评分、成绩和学生课堂行为的看法

Q4 Social Sciences
Peggy Chen, Sarah Bonner
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引用次数: 0

摘要

在这项混合方法的研究中,在职教师和职前教师(n = 173)回应了一项关于使用评分实践来解决学生课堂行为的调查,73名教师以书面形式进一步反映。许多人支持使用分数来管理学生,而赞成者倾向于更传统的教学观念,以课堂管理为导向。大多数反思性写作的参与者认为,基于行为的评分与行为主义学习理论是一致的,而没有考虑到它对评分解释的影响。教育意义建议重新审视成绩是否应该仅仅被理解为学业成就的表征,还是学校教育的多个维度的表征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
Educational Practice & Theory
Educational Practice & Theory Social Sciences-Education
CiteScore
0.40
自引率
0.00%
发文量
7
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.
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