AN EXPLORATORY STUDY INTO THE CORRESPONDENCE BETWEEN HUMANISTIC TEACHING VALUES AND HUMANISTIC TEACHING BEHAVIORS IN SECONDARY MATH AND SCIENCE STUDENT TEACHERS (INTERACTIONAL ANALYSIS, CONFLUENT EDUCATION).

摘要

The present study examines the relationship between humanistic and confluent educational teaching value advocacies, as measured by Shapiro's Orientation to Learning (OTL), and humanistic/confluent classroom interaction patterns herein defined. A low-inference observational instrument, the Humanistic/Confluent Interactional Analysis Category System (HCIACS), was developed and used to generate quantitative data relative to seven hypothesized behavioral correlates of a humanistic/confluent value orientation.;Three of the hypothesized behaviors; (1) teacher concern and encouragement of students, (2) classroom aliveness and (3) flexibility, were shown to significantly correlate (p < .05) with a general humanistic/confluent value orientation. A fourth behavior, greater student input, correlated significantly but appeared to be an unstable measure in this study. Two hypothesized behaviors, clarity and positive affective tone, did not correlate significantly, but emerged as possible inverted correlates, as discussed in the text. The seventh hypothesized behavioral correlate, process (vs. content) orientation, was not significant, most likely due to HCIACS definitional issues, specified in the discussion (Chapter 5).;An emergent Humanistic/Confluent Educational Paradigm is described based on appropriate value advocacies and classroom behaviors. Future studies directed towards evaluating the effectiveness of humanistic/confluent teaching can proceed given the validated empirical and quantitative framework of value orientations and behaviors described in this study.;Thirteen (13) single subject credential students in mathematics and science at the University of California, Santa Barbara, School of Teacher Education served as the subject population. Each was surveyed using Shapiro's OTL and videotaped during a typical classroom session for later rating using the HCIACS. Five of the student teachers were videotaped during a second lesson. Two (2) unbiased, independent raters, trained in the use of the HCIACS, tabulated the behavioral data.