The purpose of this study was to investigate: (1) Teachers' and students' perceptions of "goal priorities" for science; (2) teachers' and students' perceptions of classroom behaviors of science teachers and of science students; (3) teachers' and students' conceptions of ideal behavior of science teachers and of science students; and (4) observed behaviors of science teachers and students. / Teacher subjects were eighteen volunteer, middle school science teachers in five middle schools in the Leon County School District, Tallahassee, Florida. A random selection of ten students from one class (identified by the teacher) for each of the eighteen teacher subjects provided the student subjects of the study. / The Science Curriculum Assessment System (SCAS) was used to code teacher behavior. Student behavior was coded by a modification of SCAS coding system. Interview protocols derived from SCAS were used to interview teachers and students with regard to their perceptions of actual classroom behavior, their conceptions of ideal classroom behavior, and their science long-term goals. / Data were collected from February through May, 1981. After all observational data were collected for a particular school, students were interviewed on goals and classroom behavior. Finally, teachers were interviewed similarly. / The relationships among observed, perceived and ideal classroom behavior were evaluated through correlation analyses. The significance of the effect of goal priorities and time-of-day on each classroom behavior score was evaluated through analysis of variance. / Results indicated that science teachers tend to behave in ways which are inconsistent with their goals, with their desires in terms of teaching strategies, and with the desires and perceptions of their students. On the other hand, students seem to act in ways which are inconsistent with their desires and perceptions and those of their teachers. / Perhaps teacher preparation must include specific preparation which deals with awareness of one's own behavior, relationships between teaching behaviors and learning outcomes, and ways of analyzing behaviors and of communicating this to students. / Source: Dissertation Abstracts International, Volume: 42-07, Section: A, page: 3094. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74582 |
| Contributors | MOHAMED, FAIZA MOUSTAFA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 208 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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