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Article: White American pre-service teachers' judgments of Anglo and Hispanic student behaviors

TitleWhite American pre-service teachers' judgments of Anglo and Hispanic student behaviors
Authors
KeywordsStudent Behavior
Criticism
Positive Reinforcement
Minority Groups
Teaching Methods
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14675986.asp
Citation
Intercultural Education, 2009, v. 20 n. 1, p. 61-70 How to Cite?
AbstractPrevious research has linked ethical caring, high expectations, and instructional practices relevant to student culture as three fundamental characteristics of exemplary teachers for children from ethnic minority groups in the American school system. Praise and criticism, as overt behaviors of care and expectations, were examined in a questionnaire survey. Eighty-six White pre-service teachers were asked to evaluate the behaviors of Anglo and Hispanic students in 16 scenarios. The results indicated that the participants tended to assign more praise to positive behaviors than criticism to negative behaviors across the two races. However, the participants assigned more praise to Hispanic children than to Anglo children for positive behaviors. The implications of the results on instructional practices relevant to Hispanic students' culture are discussed. (Contains 1 note and 1 figure.)
Persistent Identifierhttp://hdl.handle.net/10722/60757
ISSN
2015 SCImago Journal Rankings: 0.213

 

DC FieldValueLanguage
dc.contributor.authorChan, KCen_HK
dc.contributor.authorLam, SFen_HK
dc.contributor.authorCovault, JMen_HK
dc.date.accessioned2010-05-31T04:17:52Z-
dc.date.available2010-05-31T04:17:52Z-
dc.date.issued2009en_HK
dc.identifier.citationIntercultural Education, 2009, v. 20 n. 1, p. 61-70en_HK
dc.identifier.issn1467-5986-
dc.identifier.urihttp://hdl.handle.net/10722/60757-
dc.description.abstractPrevious research has linked ethical caring, high expectations, and instructional practices relevant to student culture as three fundamental characteristics of exemplary teachers for children from ethnic minority groups in the American school system. Praise and criticism, as overt behaviors of care and expectations, were examined in a questionnaire survey. Eighty-six White pre-service teachers were asked to evaluate the behaviors of Anglo and Hispanic students in 16 scenarios. The results indicated that the participants tended to assign more praise to positive behaviors than criticism to negative behaviors across the two races. However, the participants assigned more praise to Hispanic children than to Anglo children for positive behaviors. The implications of the results on instructional practices relevant to Hispanic students' culture are discussed. (Contains 1 note and 1 figure.)-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14675986.asp-
dc.relation.ispartofIntercultural Educationen_HK
dc.subjectStudent Behavior-
dc.subjectCriticism-
dc.subjectPositive Reinforcement-
dc.subjectMinority Groups-
dc.subjectTeaching Methods-
dc.titleWhite American pre-service teachers' judgments of Anglo and Hispanic student behaviorsen_HK
dc.typeArticleen_HK
dc.identifier.emailLam, SF: lamsf@hkusub.hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.identifier.hkuros162614en_HK
dc.identifier.volume20-
dc.identifier.issue1-
dc.identifier.spage61-
dc.identifier.epage70-
dc.publisher.placeUnited Kingdom-

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