For this study, 119 preservice teachers were asked to select and observe middle level “ghost students” in classroom settings as a field placement activity. Characteristics of ghost students noted by the preservice teachers were recorded and subsequently coded. More than two-thirds of the 94 ghost students in this study were male. The preservice teachers also noted characteristics, such as the ghost child’s classroom demeanor, social skills and interactions, and attitudes towards school activities. The results of this study suggest that many ghost children (1) are academically capable, (2) lack social skills, and (3) appear unmotivated, disengaged, and bored with classroom activities. Implications for preservice and inservice educators and teacher preparation programs are discussed. Suggestions for further studies of ghost children in academic settings are provided.
|Journal||Middle Grades Research Journal/Information Age Publishing|
|State||Published - Sep 2014|