Hispanic college students' views of effective middle-school teachers: A multi-stage mixed analysis

Don P. Schulte, John R. Slate, Anthony J. Onwuegbuzie

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)135-153
Number of pages19
JournalLearning Environments Research
Volume14
Issue number2
DOIs
Publication statusPublished - Jul 2011
Externally publishedYes

Keywords

  • Effective teachers
  • Hispanic college students
  • Middle schools
  • Mixed methods research

ASJC Scopus subject areas

  • Education
  • Communication
  • Developmental and Educational Psychology

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