Teachers' Goals, Beliefs, and Perceptions of School Culture as Predictors of Instructional Practice [electronic resource] / Rachel Buck and Others.
Researh in motivation and learning has demonstrated that differences in instructional practice influence the salience of learning and ability goals for students. This study considers several factors that may influence teachers' emphases in instructional practices--teachers' pedagogical bel...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Subjects: |
MARC
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| 100 | 1 | |a Buck, Rachel. | |
| 245 | 1 | 0 | |a Teachers' Goals, Beliefs, and Perceptions of School Culture as Predictors of Instructional Practice |h [electronic resource] / |c Rachel Buck and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED352359. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). |5 ericd. | ||
| 520 | |a Researh in motivation and learning has demonstrated that differences in instructional practice influence the salience of learning and ability goals for students. This study considers several factors that may influence teachers' emphases in instructional practices--teachers' pedagogical beliefs, their achievement goals for their students, and their perceptions of the school culture--as predictors of instructional practice. Participating in the study were 117 classroom teachers in 2 elementary and 2 middle schools. All were given surveys to complete which included items on teachers' goals for their students, and teachers' pedagogical beliefs, perceptions of their school's culture, and instructional practices. Consistent with the literature, findings suggest that goal stresses manifested in teachers' instructional practices are strongly related to teachers' pedagogical beliefs and to the achievement goals they hold for students, and that teachers' perceptions of their school's dominant values, beliefs, and goals influence their behavior. A copy of the survey instrument and 44 references are included. (LL) | ||
| 650 | 0 | 7 | |a Academic Ability. |2 ericd. |
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Educational Practices. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Junior High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Middle Schools. |2 ericd. |
| 650 | 1 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 0 | 7 | |a School Culture. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Values. |2 ericd. |
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