The teachable pupil survey: A technique for assessing teachers' perceptions of pupil attributes

Abstract

The Teachable Pupil Survey was developed to measure teachers' perceptions of attributes that characterize teachable pupils. Teachers were asked to generate their perceptions of "idealized teachable" pupils and to identify "teachable" attributes from an adjective checklist. The responses were submitted to a multidimensional scaling technique, item reliability was established, and the 33 descriptors were organized into a Likert-type scale consisting of three major dimensions. The dimensions were labelled Cognitive-Motivational Behaviors, School-Appropriate Behaviors, and Personal-Social Behaviors.

The Role of Students’ Home Language in Science Achievement: A multilevel approach

“…The schools' teachability expectations were measured through an aggregate measure of the Teachable Pupil Survey (Kornblau, 1982). This was part of the teacher questionnaire and was thus measured at the teacher level.…”

“…Finally, a school's teachability expectations, which refers to teachers' school-wide beliefs regarding the capacity and willingness of their students to learn (Kornblau, 1982), have been proposed to also play a role in students' science achievement. There is general agreement that a positive correlation exists between high teachability expectations and student achievement (Jussim & Harber, 2005).…”

The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

“…Students' teachability is measured by 31 items of the ''Teachable Pupil Survey'' of Kornblau (1982). This scale reflects teachers' perceptions of attributes of teachable students.…”

“…This scale reflects teachers' perceptions of attributes of teachable students. It encompasses students' characteristics in terms of ''school-appropriate behaviors'' (such as ''enjoy school work''), ''cognitive-motivational behaviors'' (such as ''insightful, perceptive''), and ''personal-social behaviors'' (such as ''calm'') (Kornblau 1982). It is inferred that when teachers perceive the students as teachable, they will perceive that students are able to meet the educational expectations imposed on them, in turn strengthening teacher trust.…”

De vraag is waarom: de impact van segregatie op cognitieve en noncognitieve uitkomsten

“…Deze onderwijsbaarheidsverwachtingen van de leerkrachten werden gemeten op basis van 31 stellingen, gebaseerd op Kornblau (1982) Figuur 12 maakt duidelijk dat hoe meer kansarme leerlingen er op school zijn, hoe lager de onderwijsbaarheidsverwachtingen van de leerkrachten zijn (gestandaardiseerde effectgrootte = -0.397, p < .001). Dit betekent echter nog niet automatisch dat de onderwijsprestaties in kansarme concentratiescholen lager liggen omwille van het feit dat de onderwijsbaarheidsverwachtingen van de leerkrachten in deze scholen lager liggen.…”