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Challenging secondary education majo...

Lexmond, Angela Jacoba.

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Challenging secondary education majors' perceptions of middle level students, schools, and teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Challenging secondary education majors' perceptions of middle level students, schools, and teaching./
作者:	Lexmond, Angela Jacoba.
面頁冊數:	303 p.
附註:	Chair: Ellen Brantlinger.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3075999
ISBN:	0493964444

Challenging secondary education majors' perceptions of middle level students, schools, and teaching.
Lexmond, Angela Jacoba.

Challenging secondary education majors' perceptions of middle level students, schools, and teaching. - 303 p.

Chair: Ellen Brantlinger.

Thesis (Ph.D.)--Indiana University, 2002.

This primarily qualitative study was designed to identify, track, and challenge secondary education majors' perceptions of middle level students, schools, and teaching. During a single semester general methods course, secondary education majors of various disciplines participated in curricular activities designed to elicit their perceptions of and attitudes toward early adolescents and middle school teaching. The activities also challenged the preservice teachers to look for contradictions to common cultural assumptions about early adolescents, which are primarily negative and biologically based (Adams, 1997; Finders, 1999; Lesko, 1996, 2001). A survey instrument designed to gauge secondary education majors' perceptions of middle level students and teaching as compared to high school level students and teaching was completed by 143 participants. The survey also tapped grade level teaching preferences.

ISBN: 0493964444Subjects--Topical Terms:

539262
Education, Secondary.

Challenging secondary education majors' perceptions of middle level students, schools, and teaching.
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502 $a Thesis (Ph.D.)--Indiana University, 2002.
520 $a This primarily qualitative study was designed to identify, track, and challenge secondary education majors' perceptions of middle level students, schools, and teaching. During a single semester general methods course, secondary education majors of various disciplines participated in curricular activities designed to elicit their perceptions of and attitudes toward early adolescents and middle school teaching. The activities also challenged the preservice teachers to look for contradictions to common cultural assumptions about early adolescents, which are primarily negative and biologically based (Adams, 1997; Finders, 1999; Lesko, 1996, 2001). A survey instrument designed to gauge secondary education majors' perceptions of middle level students and teaching as compared to high school level students and teaching was completed by 143 participants. The survey also tapped grade level teaching preferences.
520 $a Most participants in the study desired high school teaching assignments over those in middle schools. Negative perceptions of early adolescents were prevalent. Many preservice teachers in the key section were more open to middle level teaching as a career possibility after participating in curricular activities designed to interrogate negative conceptions of early adolescents and after having had positive experiences in middle school field placements. While the preservice teachers began to speak of early adolescents in more positive terms, they continued to view adolescence within the predominant “developmental framework,” as explained by Lesko (2001), which places biology, particularly puberty, as the central factor for explaining youth behaviors. For example, most of the preservice teachers continued to believe that early adolescents are too preoccupied with their social, emotional, and physical development to be able to concentrate on intellectual challenges.
520 $a Negative cultural constructions of early adolescents impact the career choices of preservice secondary teachers. Without intervention, few aim for middle schools. Reasons provided by secondary education majors to explain their grade level teaching preferences were interpreted as problematic. Results from this study suggest that schools of education should develop programs to specifically recruit and specially prepare teachers for the middle level. Topics should be introduced which will aid preservice teachers in moving from a developmental framework to a socio-historical and constructivist framework for understanding adolescence.
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