NCJ Number
115642
Journal
Journal of Youth and Adolescence Volume: 17 Issue: 6 Dated: (December 1988) Pages: 543-562
Date Published
1988
Length
20 pages
Annotation
The beliefs of 107 teachers who students have for mathematics the last year of elementary school are compared to the beliefs of 64 teachers the same students have for mathematics the first year of junior high school.
Abstract
As hypothesized, posttransition teachers trust students less, believe more strongly in controlling and disciplining students, and have a weaker sense of teaching efficacy than do pretransition teachers. There are no significant differences in beliefs about the nature of ability as a fixed trait. It is suggested that social stereotypes about early adolescents may flourish in school settings that are exclusively for that age group, so that teachers believe these students are unlikely to make much academic progress and must be controlled. (Author abstract)