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THE EFFECT OF TWO IDENTIFIED TEACHING VARIABLES ON THE ASSIGNMENT OF SECONDARY TEACHERS BETWEEN STUDENT TRACKS

机译：两种确定的教学变量对学生轨迹之间中学教师分配的影响

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摘要

This study was designed to determine if such effective teaching behaviors as enthusiasm and verbal clarity impact decisions by administrators when they are faced with assigning teachers to high and low track classes. An experiment was conducted where subjects were presented two fictitious job descriptions (one low track and one high track) and asked to assign a fictitious teacher to one of the two positions. Nine fictitious teachers were created for the experiment.;Two hundred and eighty-eight subjects were selected and within present position were randomly assigned to treatment conditions. The sample was stratified according to present position held (practicing administrator; teacher; administrative trainee, and teacher trainee), allowing a 3 x 3 x 4 x 2 (enthusiasm x verbal clarity x position x track assignment) completely crossed design.;Dependent measures in addition to assignment to track were predicted teacher effectiveness in a low track position and predicted teacher effectiveness in a high track position. Methods of analysis employed included logit modeling, analysis of variance, and multiple regression.;The major findings of this study indicated that the enthusiasm of a teacher affected the assignment of that teacher. The nature of this effect was characterized by a tendency to assign teachers exhibiting higher levels of enthusiasm to low track positions. This effect is in the opposite direction of that which would account for the previously reported imbalance of student perceptions of teacher enthusiasm observed between student tracks. Teacher verbal clarity and the position of the decision-maker did not effect the decision-maker's subsequent assignment of the teacher.;While both teacher enthusiasm and verbal clarity were found to affect the predicted effectiveness of a teacher in a low track position, neither were found to affect the predicted effectiveness of a teacher in a high track position. Position of the decision-maker did not affect the predicted effectiveness of the teacher in either track. Based on subjects' responses to an open-ended question other variables identified as important to the assignment of teachers to high track positions are college GPA and coursework.
机译：本研究旨在确定当管理员面对高低班级的教师分配时，热情和言语清晰度等有效的教学行为是否会影响管理员的决策。进行了一项实验，向受试者提供了两个虚拟的职位描述（一个低轨和一个高轨），并要求他们为两个职位之一分配一个虚拟的老师。为该实验创建了九个虚拟教师。选择了288个受试者，并在当前位置将其随机分配给治疗条件。根据当前所持职位（执业管理人员，教师，行政管理培训生和教师培训生）对样本进行分层，从而实现3 x 3 x 4 x 2（热情x言语清晰度x位置x轨道分配）完全交叉的设计。除了分配跟踪外，还可以在低轨位置上预测教师的效能，在高轨位置上预测教师的效能。所采用的分析方法包括logit建模，方差分析和多元回归。本研究的主要发现表明，教师的热情影响了该教师的分配。这种效应的本质是倾向于将表现出较高热情的教师分配给低下调的职位。这种影响的方向与先前报道的学生在学生轨迹之间观察到的对教师热情的感知不平衡有关。教师的言语清晰度和决策者的职位并不会影响决策者随后对教师的指派。；虽然发现教师的热情和言语清晰度都影响到处于低调位置的教师的预期效能，但都没有被发现会影响教师在高层职位上的预期效能。决策者的职位并没有影响教师在这两个方面的预期效果。根据受试者对一个开放性问题的回答，其他被认为对教师分配高水平职位很重要的变量是大学GPA和课程工作。

著录项

  • 作者

    KNUTH, RICHARD KENT.;

  • 作者单位

    University of Washington.;

  • 授予单位 University of Washington.;
  • 学科 Educational administration.
  • 学位 Ph.D.
  • 年度 1983
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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