Student-teacher interaction in the elementary public schools : a symbolic interactionist perspective in grade six classes (Record no. 20031)

MARC details
000 -LEADER
fixed length control field 02562nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20200212124513.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Hashash, Mona Nizar
Miscellaneous information Doctorat Education
245 10 - TITLE STATEMENT
Title Student-teacher interaction in the elementary public schools : a symbolic interactionist perspective in grade six classes
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Saint-Joseph University. Faculty of Education
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 361 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. 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 towards 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 towards their schools. Results indicated inter-patterns of interaction common to all of the public schools chosen in this study. They revealed positive students’ attitude towards their schools, and a positive perception of their teachers’ expectations and feedback. Results also pointed to negative teacher expectations accorded to students but to 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. The teachers’ rationalization of their practices and attitudes included stereotypes, prejudice, defense mechanisms, and flawed causal attributions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Public Sector Elementary Education
9 (RLIN) 141
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Public Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الرسمي المرحلة الابتدائية
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=81640">http://search.shamaa.org/FullRecord?ID=81640</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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