Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science
Bibliographic Data
| ID | 13673105 |
|---|---|
| Authors | Stewart Shapiro (0000-0002-4895-0772, University of California, Santa Barbara, corresponding author), Stewart B Shapiro (University of California, Santa Barbara), Phillip B B Moheno (University of California San Diego) |
| Year | 1996 |
| Volume | 79 |
| Issue | 3 |
| Pages | 796-798 |
| Publication date | 1996-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1996.79.3.796 |
| OpenAlex | W2003127334 |
| Language | EN |
| References cited | 3 |
Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom
Apprenticeship · Humanism · Mathematics education · Scale (ratio · Education and Critical Thinking Development · Innovative Teaching Methods · Psychology · Values and Moral Education
| Highly cited | No |
|---|