Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
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教师对幼儿认知能力看法的准确性和不准确性
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
David Wright
中科院分区：
文献类型：
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作者：
Douglas D. Ready;David Wright
教师对学生认知能力的主观理解对课堂互动、儿童获得资源和机会以及更广泛的教育公平具有重要意义。本研究采用全国代表性数据和三层次线性模型，探讨了教师知觉与儿童社会人口背景之间的联系。作者发现，教师认为实质性的种族，民族，社会经济和性别差异，儿童的识字技能。这些差异中大约有一半是由群体间的实际差异造成的。其余的知觉不准确更多地来自课堂特征，而不是教师的专业或个人背景（例如，种族或民族）。具体来说，保持学生的社会和学术背景不变，作者发现，社会经济地位较低和成绩较低的教师更经常低估学生的能力。这些结果突出了最近政策努力的重要性，以避免孤立传统上处于不利地位的儿童。
Teachers’ subjective understandings of their students’ cognitive abilities have important implications for classroom interactions, children’s access to resources and opportunities, and educational equity more broadly. Using nationally representative data and three-level hierarchical linear models, this study explored the links between teacher perceptions and children’s sociodemographic backgrounds. The authors find that teachers perceive substantial racial-ethnic, socioeconomic, and gender differences in children’s literacy skills. Roughly half of these disparities are explained by actual between-group differences. The remaining perceptual inaccuracies flow more from classroom characteristics than from teachers’ professional or personal backgrounds (e.g., their own race or ethnicity). Specifically, holding students’ social and academic backgrounds constant, the authors find that teachers in lower-socioeconomic-status and lower-achieving contexts more often underestimate their students’ abilities. These results highlight the importance of recent policy efforts to avoid isolating traditionally disadvantaged children.
影响因子：
5.4
作者：
W. Swann
通讯作者：
W. Swann
随着时间的推移，自我实现的预言会累积、消散还是保持稳定？
影响因子：
7.6
作者：
Smith,AE;Jussim,L;Eccles,J
通讯作者：
Eccles,J