Hispanic college students’ views of effective middle-school teachers: A multi-stage mixed analysis |
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| Authors: | Don?P?Schulte Email author" target="_blank">John?R?SlateEmail author Anthony?J?Onwuegbuzie |
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| Institution: | (1) Department of Educational Leadership and Foundations, Education Building 507, University of Texas-El Paso, 500 West University Avenue, El Paso, TX 79968, USA;(2) Department of Educational Leadership and Counseling, Teacher Education Center, Sam Houston State University, Box 2119, Huntsville, TX 77341, USA |
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| Abstract: | In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions
in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method
of constant comparison (qualitative phase), 38 themes were determined to be present in respondents’ characteristics of effective
middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted
of a series of 1s and 0s, were analysed to determine whether participants differed in their themes as a function of gender,
college status and first-generation/non-first-generation status. Statistically significant differences were present between
males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college
students in their emphases on effective middle-school teachers. Implications are discussed. |
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