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

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

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 proceeding › Conference contribution › Academic › peer-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 language	English
Title of host publication	NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008
Editors	P.J. Gilmer, C.M. Czerniak, J. Osborne, W.C. Kyle
Place of Publication	Baltimore
Publisher	NARST
Pages	125-126
Publication status	Published - 2008
Event	2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA - Baltimore Marriott Waterfront Hotel, Baltimore, MD, United States Duration: 30 Mar 2008 → 2 Apr 2008 https://www.narst.org/annualconference/2008conference.cfm

Conference

Conference	2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA
Country/Territory	United States
City	Baltimore, MD
Period	30/03/08 → 2/04/08
Other	"Impact of Science Education Research on Public Policy"
Internet address	https://www.narst.org/annualconference/2008conference.cfm

Cite this

Brok, den, P. J., Taconis, R., & Fisher, D. (2008). A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects. In P. J. Gilmer, C. M. Czerniak, J. Osborne, & W. C. Kyle (Eds.), NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008 (pp. 125-126). NARST.

Brok, den, P.J. ; Taconis, R. ; Fisher, D. / A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects. NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008. editor / P.J. Gilmer ; C.M. Czerniak ; J. Osborne ; W.C. Kyle. Baltimore : NARST, 2008. pp. 125-126

@inproceedings{fce6e0a59bb04f87afcbda33b59d1de9,

title = "A comparison of science and mathematics teachers{\textquoteright} interpersonal behaviour with teachers of other subjects.",

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{\textquoteright} appreciation. Hence, science teachers{\textquoteright} different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects.",

author = "{Brok, den}, P.J. and R. Taconis and D. Fisher",

year = "2008",

language = "English",

pages = "125--126",

editor = "P.J. Gilmer and C.M. Czerniak and J. Osborne and W.C. Kyle",

booktitle = "NARST 2008 Annual International Conference {"}Impact of science education research on public policy{"} Baltimore, MD, March 30- April 2, 2008",

publisher = "NARST",

note = "2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA ; Conference date: 30-03-2008 Through 02-04-2008",

url = "https://www.narst.org/annualconference/2008conference.cfm",

}

Brok, den, PJ, Taconis, R & Fisher, D 2008, A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects. in PJ Gilmer, CM Czerniak, J Osborne & WC Kyle (eds), NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008. NARST, Baltimore, pp. 125-126, 2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA, Baltimore, MD, United States, 30/03/08.

A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects. / Brok, den, P.J.; Taconis, R.; Fisher, D.

NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008. ed. / P.J. Gilmer; C.M. Czerniak; J. Osborne; W.C. Kyle. Baltimore : NARST, 2008. p. 125-126.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Taconis, R.

AU - Fisher, D.

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

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BT - NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008

A2 - Gilmer, P.J.

A2 - Czerniak, C.M.

A2 - Osborne, J.

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Brok, den PJ, Taconis R, Fisher D. A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects. In Gilmer PJ, Czerniak CM, Osborne J, Kyle WC, editors, NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008. Baltimore: NARST. 2008. p. 125-126

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

Abstract

Conference

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