An exploratory study into teachers' beliefs and experiences about allocating students

被引：2

作者：

Sleenhof, Janneke P. W. ^{[1
,2
]}

Koopman, Maaike ^{[1
]}

Thurlings, Marieke C. G. ^{[1
]}

Beijaard, Douwe ^{[1
]}

机构：

[1] Eindhoven Univ Technol, Eindhoven Sch Educ, Postbus 513, NL-5600 MB Eindhoven, Netherlands

[2] Sint Joriscoll, Roostenlaan 296, NL-5644 BS Eindhoven, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 80卷

关键词：

Allocation decisions; Decision-making; Teacher expectations; Group processes; Secondary education; SECONDARY-EDUCATION; DECISION-MAKING; TRANSITION; EXPECTATIONS; TEAMS; RECOMMENDATIONS; ACHIEVEMENT; LEADERSHIP; KNOWLEDGE; ACCURACY;

D O I：

10.1016/j.tate.2019.01.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores teachers' beliefs and experiences regarding the decisions they make about students during so-called allocation meetings, including the role of a number of influencing factors. Semi-structured interviews were held with 22 teachers from four schools. Teachers' perceptions indicate that allocation decisions are often unstructured and variable due to differences within and between schools in group processes, in decision-making and in argumentation used to substantiate teacher expectations. This variety raises doubts about the fairness and quality of allocation decisions. Professional development is suggested to improve these decisions, with a focus on group processes and individual teacher expectations. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页码：94 / 105

页数：12

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