Grading styles and disciplinary expertise: The mediating role of the teacher's perception of the subject matter

被引：11

作者：

Biberman-Shalev, Liat ^{[1
]}

Sabbagh, Clara

Resh, Nura ^{[2
]}

Kramarski, Bracha ^{[3
]}

机构：

[1] Univ Haifa, Dept Leadership & Policy Educ, Fac Educ, IL-31905 Haifa, Israel

[2] Hebrew Univ Jerusalem, Sch Educ, Jerusalem, Israel

[3] Bar Ilan Univ, Sch Educ, Ramat Gan, Israel

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 05期

关键词：

Grades; Subject matter; Disciplinary expertise; Mediation; Teachers; Distributive justice; SOCIAL-JUSTICE; CONCEPTIONS; CLASSROOM; KNOWLEDGE; ORDER;

D O I：

10.1016/j.tate.2011.01.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：831 / 840

页数：10

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