البحث المتقدم
     

Student-teacher interaction in public schools in Lebanon : a symbolic interactionist perspective in grade 6 classes

[Abstract] 
النوع مقال
ردمد 21582440
مصدر المعلومات ERIC
المؤلف Hashash, Mona Nizar.
المؤلف الاضافي Abou Chedid, Kamal.
Abou Rjeili, Suzanne.
الصفحات 24 p.
ملاحظة عامة Peer reviewed
This article has been published based on a dissertation for the same author with the same title from the Faculty of Education at Saint Joseph University.
المصدر SAGE Open. Vol. 8, no. 2, Apr. 2018
الناشر Thousand Oaks: SAGE Publications، 2018
عنوان الناشر 2455 Teller Road. Thousand Oaks, CA 91320. United States. SAGE Publications. T: 0018008187243 T: 0018054999774. F: 0018005832665. journals@sagepub.com. http://sagepub.com.
ERIC رقم الوثيقة في EJ1197205
المصدر الالكتروني Full text (PDF)  PDF
الواصفات Student teacher relationship  -  Basic schools  -  Public schools  -  Classroom environment  -  Primary school students  -  Feedback  -  Teacher attitudes  -  Student attitudes  -  Lebanon
لغة الوثيقة الانكليزية
البلد الولايات المتحدة
This study investigates the patterns of student-teacher interaction in five elementary public schools in Lebanon along four dimensions of classroom environment: teachers' expectations, teachers' feedback, use of the students' ideas, and students' attitude toward school using Grounded Theorizing and Symbolic Interactionist approaches. Thirty-three teachers were interviewed about their expectations and feedback to students, and their use of the students' ideas in class. They were also observed in classes during instruction and feedback delivery; 196 students filled questionnaires about the way they perceive their teachers' expectations, feedback, and use of their ideas in class, and about their attitude toward their schools. Results indicated interpatterns of interaction common to all of the public schools chosen in this study. They revealed positive students' attitude toward their schools, and a positive perception of their teachers' expectations and feedback. In addition, results not only pointed to negative teacher expectations accorded to students but also revealed mismatched accounts of positive types of feedback delivery, this feedback regarded negative from the observer's perspective. Classroom observations revealed a big discrepancy between what has been reported by the teachers and the students and what has been practiced; it also revealed more points of convergence between the teachers' accounts and the students' accounts than between both perspectives and the observer's. Recommendations for improving the classroom environment in the elementary public schools in Lebanon are made. (As Provided)

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Cite   للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
Hashash, Mona Nizar. (2018). Student-teacher interaction in public schools in Lebanon : a symbolic interactionist perspective in grade 6 classes. SAGE Open. Vol. 8, no. 2, Apr. 2018. 24 p. تم استرجاعه من search.shamaa.org .