TY - JOUR
T1 - Grading styles and disciplinary expertise
T2 - The mediating role of the teacher's perception of the subject matter
AU - Biberman-Shalev, Liat
AU - Sabbagh, Clara
AU - Resh, Nura
AU - Kramarski, Bracha
PY - 2011
Y1 - 2011
N2 - Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as " open/flexible" or " closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
AB - Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as " open/flexible" or " closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
KW - Disciplinary expertise
KW - Distributive justice
KW - Grades
KW - Mediation
KW - Subject matter
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=84866338104&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2011.01.007
DO - 10.1016/j.tate.2011.01.007
M3 - Article
AN - SCOPUS:84866338104
SN - 0742-051X
VL - 27
SP - 831
EP - 840
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 5
ER -