Reference : The Role of Teaching Styles in the Development of School Alienation and Behavioral Co...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Sociology & social sciences Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/51765

Title :	The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools
Language :	English
Author, co-author :	Grecu, Alyssa []
	Hadjar, Andreas [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Simoes Lourêiro, Kevin [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Publication date :	2022
Journal title :	SAGE Open
Publisher :	SAGE Publications
Volume :	12
Issue/season :	2
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
e-ISSN :	2158-2440
City :	New York
Country :	NY
Keywords :	[en] school alienation ; teaching styles ; mixed-method study ; learning ; participation
Abstract :	[en] This mixed-method research study aims at an analysis of the role of teaching styles in the development of school alienation and behavioral consequences. Applying an in-depth design, this study combines a quantitative panel study, a student survey (grades 5–6), and qualitative focus groups with Luxembourgish primary school students (grade 6). Methodologically, we aim to demonstrate potentials and limits of integrating quantitative and qualitative research. Quantitative results show that teaching styles affect students’ alienation from teachers and from learning, and eventually from classroom participation and social behavior. Qualitative content analysis reveals that students characterize a fair teaching style as the equal treatment of all students regarding classroom rules and teachers’ empathy for students’ intentions.
Target :	Researchers ; Professionals ; Students ; General public ; Others
Permalink :	http://hdl.handle.net/10993/51765
DOI :	10.1177/21582440221105477
Other URL :	https://journals.sagepub.com/doi/10.1177/21582440221105477
FnR project :	FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation In Switzerland And Luxembourg > 01/09/2015 > 31/08/2019 > 2014

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