do instructional practices contribute to inequality in achievement?
do instructional practices contribute to inequality in achievement?
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教学实践是否会导致成绩不平等？
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
G. Farkas
中科院分区：
文献类型：
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作者：
Katerina Bodovski;G. Farkas
我们使用ECLS-K数据(具有全国代表性的美国幼儿园教师样本)的多水平模型来描述幼儿园数学教学的过程和内容，以及这种教学与不同社会阶层和种族/民族的成就差距的关系。就教学有效性而言，花在两个过程特征上的时间--传统数学和小组/互动活动--与成绩显著正相关。花在三个内容变量上的时间--高级计数、实用数学和个位数运算--与提高成绩有关。花在基本数字/形状上的时间会显著降低成绩。非洲裔美国学生比例较高的班级尤其有可能接受全日制幼儿园，这增加了总的教学时间，这可能略微缩小了这些班级的成绩增长差距。总体而言，幼儿园教学实践适度地缩小了非裔美国学生的数学成就增长差距，但对社会阶层较低或西班牙裔学生的成就增长差距没有显著影响。
We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergarteners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent on two of the process characteristics — traditional math and group/interactive activities — was significantly and positively associated with achievement gains. Time spent on three of the content variables — advanced counting, practical math, and single-digit operations — was associated with increased achievement. Time spent on basic numbers/shapes significantly decreased achievement. Classes with a high percentage of African American students were particularly likely to receive full-day kindergarten, which increased total instructional time, and this may have modestly decreased the achievement growth gap for these classes. Overall, kindergarten instructional practices were found to modestly reduce the mathematics achievement growth gap of African American students, but have no significant effects on the achievement growth gaps of lower social class or Hispanic students.