Responsibility for student success/failure and observed verbal behavior among secondary science and mathematics teachers

Abstract

The study compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. These beliefs were measured by the Responsibility for Student Achievement (RSA) Questionnaire which has the locus of control construct as a theoretical basis. Teacher verbal behavior included (1) indirect and (2) direct behaviors and (3) praise and (4) criticism. These behaviors were measured with the Reciprocal Category System (RCS) which is consistent with the methodology of interaction analysis. Comparisons were made on the basis of the following teacher classifications: ( 1) science/mathematics, (2) junior higNsenior high, and (3) teachers of advanced classes/basic classes. Teacher beliefs were not significantly different except for the advancedbasic comparisons. These comparisons produced significant differences in both teacher beliefs and behaviors. Teachers of basic students assumed more responsibility for student success, less responsibility for failure, and were more direct in verbal behavior. In gender comparisons, female teachers were significantly higher in incidences of indirect behavior and combined indirect-direct behavior. These findings suggest that further study of "self-fulfilling prophecy" in terms of these variables may be fruitful. Also, verbal behavior may sometimes be inadequately represented by the common practice of using ratios.

Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher

“…For example, Schoenberger and Russell (1986) illustrated elementary teachers' viewpoints while teaching science, and determined that for these teachers science curriculum was "a little added frill," yet they did not indicate other operant viewpoints guiding curricular and instructional decision making. Pratt (1985) examined teacher beliefs of junior high and senior high teachers of science and mathematics, but his instrumentation limited that investigation to a study of two beliefs: "(1) responsibility assumed for student failure and (2) responsibility assumed for student success" (p. 809). These researcher determined categories were not designed to capture the full range of basic teacher beliefs, and were not conducted in a naturalistic manner.…”

Öğretmenin Öğrencilerin Akademik Başarı ve Başarısızlığından Sorumluluk Algısı Konusunda Görüşler: Biyoloji Öğretmen Adayları Örneği

“…Akbaba-Altun (2009) tarafından yapılan araştırmada; öğrencinin başarısızlık nedenlerinde öğretmenin kendini bu işin dışında tuttuğu ve kendi niteliklerine yönelik olarak sorumluluk üstlenebilir yönde görüş belirtmedikleri tespit edilmiştir. İlgili literatür incelendiğinde de, gerek öğretmenlerin gerekse öğretmen adaylarının başarısızlıktan çok başarıdan daha fazla sorumluluk algıladıkları belirlenmiştir (Boss & Taylor, 1989;Ekici, 2012a;Ekici, 2012b;Ekici, 2013;Guskey, 1987;Güvenç, 2011;Kurt, 2013a;Kurt, 2013b;Pratt, 1985). Bu noktada elde edilen sonuçlar başarısızlığın nedenlerini öğretmen adaylarının kendileri dışındaki faktörlere yükledikleri şeklinde değerlendirilebilir.…”