A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects.

P.J. Brok, den, R. Taconis, D. Fisher

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    Abstract

    The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605 teachers. 8,503 students (19.2 percent) reported on science teachers. Science teachers were perceived as less dominant and less cooperative. Science teachers perceived themselves as less cooperative. Dominance and cooperativeness are known to be favorable for learning result and students’ appreciation. Hence, science teachers’ different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects.
    Original languageEnglish
    Title of host publicationNARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008
    EditorsP.J. Gilmer, C.M. Czerniak, J. Osborne, W.C. Kyle
    Place of PublicationBaltimore
    PublisherNARST
    Pages125-126
    Publication statusPublished - 2008
    Event2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA - Baltimore Marriott Waterfront Hotel, Baltimore, MD, United States
    Duration: 30 Mar 20082 Apr 2008
    https://www.narst.org/annualconference/2008conference.cfm

    Conference

    Conference2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA
    Country/TerritoryUnited States
    CityBaltimore, MD
    Period30/03/082/04/08
    Other"Impact of Science Education Research on Public Policy"
    Internet address

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