Adapting teacher style to pupil differences [microform] : teachers for disadvantaged children / Miriam L. Goldberg.
Assumptions presented are--that a pupil's learning is mainly a function of the kind of teaching to which he is exposed, that there is no universally good teacher, but rather a variety of good teachers differentially suited by temperament and training to teaching different groups of students, an...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1964.
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| Subjects: |
MARC
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| 100 | 1 | |a Goldberg, Miriam L. | |
| 245 | 1 | 0 | |a Adapting teacher style to pupil differences |h [microform] : |b teachers for disadvantaged children / |c Miriam L. Goldberg. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1964. | ||
| 300 | |a 1 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED002360. | ||
| 520 | |a Assumptions presented are--that a pupil's learning is mainly a function of the kind of teaching to which he is exposed, that there is no universally good teacher, but rather a variety of good teachers differentially suited by temperament and training to teaching different groups of students, and that disadvantaged children represent a describable pupil population in need of teachers who are unIQuely good for them. Studies are cited which imply that variations in pupil achievement are related to variations in teacher performance and that the same teacher may affect different pupils differently. A hypothetical successful teacher of disadvantaged pupils would--respect pupils and be respected by them, be familiar with pupils' alien culture and understand rather than condemn it, be aware of pupils' family structure, physical environment, ethnic group membership, and language problems, but not expect a low level of achievement, set high but attainable goals to inspire the pupils and to give them a sense of their own worth, accept test scores as a fair and valid measure of the child's present academic ability while rejecting them as a measure of native intelligence, and thoroughly know the subject matter. To find teachers approaching these model characteristics, school administration should--recognize that disadvantaged children need unIQuely prepared teachers, study the personal qualities, knowledge, and skills needed for successful teaching of slum children, develop and test reconstructed teacher education program, screen candidates to eliminate those without the desired traits, raise the standard of the disadvantaged area teacher by invoking all available reward system, and make the schools more livable for the teacher, the teaching experience less frustrating, and supervision more professional. | ||
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| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged. |2 ericd. |
| 650 | 1 | 7 | |a Educationally Disadvantaged. |2 ericd. |
| 650 | 1 | 7 | |a Student Teacher Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Orientation. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Qualifications. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED002360 |h Other scheme |i microfiche |n 1 |