Love and Mastery in the Child's Image of the Teacher

Wright, Benjamin; Sherman, Barbara

doi:10.1086/442730

Cited by 9 publications

(4 citation statements)

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“…Studies have shown that students evaluate their teachers on the basis of two dimensions (Wright & Sherman, 1965): (a) the 'mastery theme', which includes content knowledge as well as methodicaldidactical skills, discipline, and assertiveness, and (b) the 'love theme', which comprises emotional warmth, social competence, thoughtfulness and wish-fulfilment. While the former focuses on the perception of the teacher's skills that, in the view of students, are necessary for successful instruction, the latter addresses the students' perceptions of teachers' openness and the social interaction between teachers and students.…”

Section: Research On Students' Perceptions Of Teachers With a Migratimentioning

confidence: 99%

Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

Rotter

Timpe

2016

Teaching and Teacher Education

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Section: Research On Students' Perceptions Of Teachers With a Migratimentioning

confidence: 99%

Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

Rotter

Timpe

2016

Teaching and Teacher Education

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“…She concluded that student ratings were stable over time, showed sufficient agreement, and discriminated among teachers in defensible ways. Wright and Sherman (1965) found that students agreed on items pertaining to teacher competence, but disagreed on reports of teacher affective behavior. In a comparison of teacher and student perceptions of classroom interactions, Morine-Dershimer (1976) found that students paid more attention to the cognitive aspects of the lesson than did teachers who focused on teacher behaviors.…”

Section: Introductionmentioning

confidence: 94%

Student reports for school teacher evaluation

Peterson

Stevens²

1988

J Pers Eval Educ

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This study was supported by a grant from the U.S. Department of Education, Secretary's Discretionary Grant Program. Views expressed here do not necessarily reflect those of the USDOE, and no endorsements are implied.Student reports of instructor performance are commonly used in postsecondary teacher evaluation. Pupil perspectives are advocated as a necessary part of teacher assessment because they present a unique and knowledgeable point of view. Yet student reports rarely are systematically gathered and used in school teacher evaluation. Characteristically they are used in elementary and high schools by individual teachers using self-made forms with unknown reliability and doubtful validity.Reports in the literature of surveys of teacher attitudes suggest that student reports are not trusted by teachers who question the limited student perceptions, worry about bad rating forms, and readily report anecdotes about problems with student opinions. A fear commonly expressed by teachers is that students are too easy to influence. While much research and development have been done with postsecondary student ratings for teacher evaluation, the corresponding literature for the public school level is sparse.At present there is much discussion in the literature and professional practice about improving teacher evaluation. One area of agreement is the need for enlarging decision-making beyond the limitations of administrator reports. Another issue is the need for development of multiple data sources, judges, and lines of evidence about the quality of teacher performance beyond current administrator checklists. Additional data sources suggested include student achievement data, teacher tests, peer reviews of materials, documentation of professional activity, parent surveys, and student reports.The purpose of this study was to investigate student reports in a teacher evaluation system in which the data were used to form a case for promotion based on quality performance. A range of questions was explored in this study including levels of acceptance of pupil survey data by teachers, norms and distributions of student ratings, differences in ratings according to student grade level and teacher sex, item analysis, and costs of student report programs. 20

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“…Wright and Sherman (1965) used a teacher rating scale based on RedΓs typology of the group leader. Upper elementary pupils agreed on items describing a teacher's explicit instructional and disciplinary role.…”

Section: Attitude Toward Teachingmentioning

confidence: 99%

Chapter V: Teacher Characteristics and Careers

Lefevre¹

1967

Review of Educational Research

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Projecting to the privileged vantage point of the year 2065, Cartwright (1965) expressed the dilemma of those who tried to improve teaching in 1965: "The authorities on teacher education, having almost no knowledge resulting from research, made their decisions in the manner of primitive people, basing them 'on varying combinations of knowledge and superstition, wisdom and foolishment, tolerance and prejudice, desire to improve and tribal tradition, perspicacity and narrowness of vision' " (p. 296).Was the situation really this bad? What have those who would increase our knowledge through research been doing? Educational research as it is and as it should be has been discussed in a number of books and articles. Teacher EffectivenessIn spite of the elusiveness of the qualities of the effective teacher, educators have continued to try to isolate, describe, predict, and train him. The concept of the good teacher has been questioned by those who have written critically about teacher research, but it has been very much in use in many of the recent studies. Some of those engaged in research have asked by what frame of reference and by what expectations and values a teacher is being judged effective. A few researchers have begun to ask under what conditions a particular type of teacher is effective or ineffective. And implicit in one or two studies is the question of which teachers are effective for which students.Some have felt that the whole approach to the problem is invalid. Combs (Combs and Mitzel, 1964) stated flatly that objective measurement of the good teacher is impossible and that it is the use a teacher makes of his unique personhood (i.e., the meanings behind behavior) rather than any set of personality traits all good teachers possess in common which results in excellence in teaching. Mitzel, in rebuttal, argued that it is not what the teacher thinks and feels but what he does that actually affects the pupil.

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Love and Mastery in the Child's Image of the Teacher

Cited by 9 publications

References 0 publications

Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

Student reports for school teacher evaluation

Chapter V: Teacher Characteristics and Careers

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