Learning Skills, System Equity, and Implicit Bias within Ontario, Canada

Autor/inn/en	Parekh, Gillian; Brown, Robert S.; Zheng, Samuel
Titel	Learning Skills, System Equity, and Implicit Bias within Ontario, Canada
Quelle	In: Educational Policy, 35 (2021) 3, S.395-421 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parekh, Gillian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818813303
Schlagwörter	Foreign Countries; Study Habits; Student Evaluation; Student Characteristics; Teacher Attitudes; Equal Education; Institutional Characteristics; Elementary Secondary Education; Academic Achievement; Regression (Statistics); Test Bias; Canada + Suchen Sie Ihr Suchwort? Ausland; Study behavior; Study behaviour; Studienverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten; Schulleistung; Regression; Regressionsanalyse; Testkritik; Kanada
Abstract	The reporting of students' Learning Skills on the Ontario provincial report card provides educators and families with insight into students' work habits. However, the evaluation process is highly subjective. This study explores teachers' perceptions around student learning across demographic and institutional factors. This exploratory study is the first of its kind in Canada and draws data from the Toronto District School Board (TDSB), the nation's largest public board of education, serving approximately 246,000 students (2017-2018 data). Holding achievement as an independent variable, results indicate widespread differences in teachers' perceptions across student demographic identities and reveals significant implications on postsecondary access. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01