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School Principals: Their Adult Ego Development Stage, Their Sensemaking Capabilities, and How Others Experience Them
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Carr, Sam; Gilbride, Neil; James, Christopher R. – AERA Online Paper Repository, 2017
School principals' interpretation of the context for their work has significant implications for their practice and for organisational theory educational settings. Principals' sense-making capability can change over time, as in all adults. Sense-making capability is grounded in adult ego development (AED) theory which describes eight distinct…
Descriptors: Principals, Self Concept, Case Studies, Administrator Attitudes
Teachers' Expectations of Teacher-Student Interaction: Complementary and Distinctive Expectancy Patterns
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de Jong, R. J.; van Tartwijk, J.; Verloop, N.; Veldman, I.; Wubbels, T. – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then…
Descriptors: Interaction, Vignettes, Teacher Expectations of Students, Gender Differences
Gifted Girls: Gender Bias in Gifted Referrals
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Bianco, Margarita; Harris, Bryn; Garrison-Wade, Dorothy; Leech, Nancy – Roeper Review, 2011
The goal of this mixed-methods study was to explore the effect of gender on teachers' willingness to refer students to a gifted and talented program. Teachers (N = 28) were provided with one of two profiles (i.e., female or male) describing a gifted student. Results indicated that teachers' decisions for referral to gifted programs were…
Descriptors: Academically Gifted, Referral, Gender Bias, Teaching Methods
Dispositional Empathic Concern, Gender, Level of Experience, Teacher Efficacy, Attributions of Controllability and Teacher Affect
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Panik, Meredith Anne – ProQuest LLC, 2010
Teachers' pity and anger responses to students who fail often are interpreted by the students as indicative of the teachers' attributions for the cause behind the student failure. Students' interpretations of these emotional responses can affect their self-esteem and expectations for future success. The present study explored variables that may…
Descriptors: Teacher Effectiveness, Elementary School Teachers, Empathy, Predictor Variables
Intergroup Contact and Evaluations of Race-Based Exclusion in Urban Minority Children and Adolescents
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Ruck, Martin D.; Park, Henry; Killen, Melanie; Crystal, David S. – Journal of Youth and Adolescence, 2011
There is a dearth of published research on the role of intergroup contact on urban US ethnic minority children's and adolescents' evaluations of racial exclusion. The current investigation examined these issues in a sample of low-income minority 4th, 7th, and 10th grade (N = 129, 60% female) African American and Latino/a students attending…
Descriptors: Minority Group Children, Adolescents, Urban Areas, Racial Factors
Doorways III: Teacher Reference Materials. On School-Related Gender-Based Violence Prevention and Response
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US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways III: Teacher Reference Materials on School-Related…
Descriptors: Teacher Attitudes, Teacher Student Relationship, Learning Activities, Student Rights