Teachers' Acculturation Attitudes and their Classroom Management: an empirical study among fifth-grade primary school teachers in Switzerland

Makarova, Elena; Herzog, Walter (2013). Teachers' Acculturation Attitudes and their Classroom Management: an empirical study among fifth-grade primary school teachers in Switzerland. European Educational Research Journal, 12(2), pp. 256-269. Symposium Journals 10.2304/eerj.2013.12.2.256

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This article investigates the influence of attitudes towards acculturation of 180 primary school teachers on their classroom management. The results indicate that teachers with integrative attitudes towards immigrant students' acculturation have a high propensity to punish students for disruptive behaviour, but they also demonstrate high levels of diagnostic expertise in social areas. Teachers with assimilative attitudes are also likely to punish students for misbehaviour, but tend to have a deficiency in the ability to diagnose social tensions among students. Teachers with assimilative attitudes who report high levels of disruptive behaviour in their classroom have the strongest tendency to punish and the lowest level of diagnostic expertise in social areas.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > Educational Psychology

UniBE Contributor:

Makarova, Elena and Herzog, Walter

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1474-9041

Publisher:

Symposium Journals

Language:

English

Submitter:

Elena Makarova

Date Deposited:

06 Aug 2014 15:37

Last Modified:

06 Aug 2014 15:37

Publisher DOI:

10.2304/eerj.2013.12.2.256

URI:

https://boris.unibe.ch/id/eprint/44688

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