東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teacher attitudes and perceptions of...

Norman, Patty C.

FindBook

Google Book

Amazon

博客來

Teacher attitudes and perceptions of low and high socioeconomic status students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher attitudes and perceptions of low and high socioeconomic status students./
作者:	Norman, Patty C.
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Multicultural Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103638
ISBN:	9781339672045

Teacher attitudes and perceptions of low and high socioeconomic status students.
Norman, Patty C.

Teacher attitudes and perceptions of low and high socioeconomic status students. - 229 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2016.

In this qualitative study, the author explored the perceptions of 10 middle-class, teachers regarding the socioeconomic class of both impoverished and advantaged students with whom they worked. Teachers in two public elementary schools from one Intermountain West school district participated; one school generally served children living in poverty and the other generally served affluent children. Through analysis of surveys, interviews, teacher journals, and researcher journal, the complex and often times contradictory feelings these teachers have about the socioeconomic class of students were revealed.

ISBN: 9781339672045Subjects--Topical Terms:

2122919
Multicultural Education.

Teacher attitudes and perceptions of low and high socioeconomic status students.
LDR:03066nmm a2200301 4500 001 2073936
005 20160927021440.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339672045
035 $a (MiAaPQ)AAI10103638
035 $a AAI10103638
040 $a MiAaPQ $c MiAaPQ
100 1 $a Norman, Patty C. $3 3189224
245 1 0 $a Teacher attitudes and perceptions of low and high socioeconomic status students.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Sherry Marx.
502 $a Thesis (Ph.D.)--Utah State University, 2016.
520 $a In this qualitative study, the author explored the perceptions of 10 middle-class, teachers regarding the socioeconomic class of both impoverished and advantaged students with whom they worked. Teachers in two public elementary schools from one Intermountain West school district participated; one school generally served children living in poverty and the other generally served affluent children. Through analysis of surveys, interviews, teacher journals, and researcher journal, the complex and often times contradictory feelings these teachers have about the socioeconomic class of students were revealed.
520 $a Literature in class, socioeconomic class, deficit thinking, race and whiteness, and identity and multiple identities, situated the study. The author, who grew up in poverty herself, weaved in her own complex and often time contradictory memories and feelings about poverty throughout the manuscript. The work revealed that teacher's positionality led them to a belief of "normal." All teachers expressed the belief that parents were instrumental in determining their child's academic success. Teachers had also not recognized that their perceptions contributed to student learning. Perceptions were based on teacher's upbringing, belief system, gender, race, and class. Students at high socioeconomic schools were perceived to be leaders, well-dressed, supported by families, and in constant need of enrichment. In contrast, students at low socioeconomic schools were perceived to need discipline and structure, opportunities to gather background knowledge, and support from parents.
520 $a Teacher's felt student behavior was connected to their backgrounds, role models, race, class, and gender. Rarely did teachers feel students could attribute success or failure to their own actions. The final overarching theme was referred to as "SES-blind" in which teachers stated they did not notice the socioeconomic status (SES) of the students, or they felt all of their students were the same. The author noted there was much overlap between the literature on White teacher perceptions of children of color and teacher perceptions of children living in poverty.
590 $a School code: 0241.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Social psychology. $3 520219
690 $a 0455
690 $a 0451
710 2 $a Utah State University. $b Education and Human Services. $3 1026542
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0241
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103638