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Knygos.lt nariams
- Išsiųsime per 12–18 d.d.
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- Autorius: Amissah Kojo
- Leidėjas: Scholars' Press
- ISBN-10: 3639708970
- ISBN-13: 9783639708974
- Formatas: 15.2 x 22.9 x 1.2 cm, minkšti viršeliai
- Kalba: Anglų
The impact of the self-fulfilling prophecy on Black Deaf male students (el. knyga) (skaityta knyga) | knygos.lt
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Aprašymas
This qualitative descriptive study purposed to explore the perceptions of a purposive sample of 20 Black Deaf male students and alumni in postsecondary in Washington, District of Columbia to determine if the self-fulfilling prophecy theory contributed to their pedagogy. A qualitative survey was administered and the data was analyzed with Excel. Fifteen self-fulfilling prophecy themes emerged from the analysis: (a) syllabic expectations, (b) self expectations, (c) no-low-high expectations, (d) eye contact acknowledgement, (e) attitudinal indifference, (f) public praise-positive-negative comments, (g) personalized one-on-one attention, (h) pop quiz reminders, (i) office hours-after class counseling, (j) team assignments, (k) verbal-written-positive-negative feedback, (1) private-public-verbal-written reinforcements, (m) probing, (n) reminders, and (o) self-motivation. The results indicated that Black Deaf male students and alumni perception about their educational experience in the classroom were positive, Galatea effects.
- Autorius: Amissah Kojo
- Leidėjas: Scholars' Press
- ISBN-10: 3639708970
- ISBN-13: 9783639708974
- Formatas: 15.2 x 22.9 x 1.2 cm, minkšti viršeliai
- Kalba: Anglų
This qualitative descriptive study purposed to explore the perceptions of a purposive sample of 20 Black Deaf male students and alumni in postsecondary in Washington, District of Columbia to determine if the self-fulfilling prophecy theory contributed to their pedagogy. A qualitative survey was administered and the data was analyzed with Excel. Fifteen self-fulfilling prophecy themes emerged from the analysis: (a) syllabic expectations, (b) self expectations, (c) no-low-high expectations, (d) eye contact acknowledgement, (e) attitudinal indifference, (f) public praise-positive-negative comments, (g) personalized one-on-one attention, (h) pop quiz reminders, (i) office hours-after class counseling, (j) team assignments, (k) verbal-written-positive-negative feedback, (1) private-public-verbal-written reinforcements, (m) probing, (n) reminders, and (o) self-motivation. The results indicated that Black Deaf male students and alumni perception about their educational experience in the classroom were positive, Galatea effects.
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