Matching Students to Books: The Cultural Content of Eighth-Grade Literature Assignments
Matching Students to Books: The Cultural Content of Eighth-Grade Literature Assignments
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学生与书籍的匹配：八年级文学作业的文化内容
DOI：
10.1086/705797
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Kelly, Sean
中科院分区：
文献类型：
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作者：
Northrop, Laura;Borsheim-Black, Carlin;Kelly, Sean
本研究使用1998-1999年幼儿园班级早期儿童纵向研究（ECLS-K）的数据，检查分配给八年级学生的文本。通过比较来自ECLS-K的学生人口统计信息和来自文本的人口统计信息，我们研究了作业的调整以匹配学生的背景。除了八年级最常分配的文本列表外，我们发现，2000年代中期分配给八年级学生的文本的种族/民族多样性与当时学龄人口的多样性不匹配。相当多的匹配发生在文本作业中，这样少数民族学生在某些情况下更有可能阅读与其种族/民族相匹配的主角和作者撰写的文本。
This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), to examine the texts assigned to eighth-grade students. By comparing student demographic information from the ECLS-K with demographic information from the texts, we examine adjustment of assignments to match students’ backgrounds. In addition to a list of the most frequently assigned texts in eighth grade, we found that the race/ethnic diversity of texts assigned to eighth graders in the mid-2000s did not match the diversity of the school-age population at that time. Considerable matching occurs in text assignments, such that minority students are in some cases substantially more likely to read texts with protagonists, and written by authors, that match their race/ethnicity.