Peer reviewedERIC Number: EJ538488
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Available Date: N/A
An Action Research Approach to a Contradiction in Teaching: Reconciling Grades with Democratic Action.
Placier, Margaret
Action in Teacher Education, v18 n3 p23-32 Fall 1996
An action research project emphasized the centrality of teachers' values in teaching decisions. After identifying grading papers as a source of tension, a teacher opened decisions about grading to democratic decision making, resulting in more positive professor-student relationships, more emphasis on learning, and improved student evaluations of the class. (SM)
Descriptors: Action Research, Democratic Values, Education Courses, Educational Sociology, Grading, Higher Education, Participative Decision Making, Power Structure, Preservice Teacher Education, Reflective Teaching, Secondary Education, Student Evaluation of Teacher Performance, Student Participation, Teacher Educators, Teacher Student Relationship
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Theme issue title: "Studying Our Own Practice in Teacher Education."
