Sociodemographic Inequality in Early Literacy Development: The Role of Teacher Perceptual Accuracy

Autor/inn/en	Ready, Douglas D.; Chu, Elizabeth M.
Titel	Sociodemographic Inequality in Early Literacy Development: The Role of Teacher Perceptual Accuracy
Quelle	In: Early Education and Development, 26 (2015) 7, S.970-987 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1004516
Schlagwörter	Preschool Teachers; Kindergarten; Teacher Attitudes; Academic Ability; Student Evaluation; Accuracy; Early Childhood Education; Longitudinal Studies; Literacy; Basic Skills; Preschool Children; Disadvantaged Youth; Economically Disadvantaged; Equal Education; Misconceptions; Socioeconomic Background; Social Class; Racial Bias; Gender Bias; Ability Grouping; Teacher Student Relationship; Cognitive Ability; Hierarchical Linear Modeling; Rating Scales; Item Response Theory; Multivariate Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Schulnote; Studentische Bewertung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Basic skill; Grundfertigkeit; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Benachteiligter Jugendlicher; Missverständnis; Sozioökonomische Lage; Social classes; Soziale Klasse; Racial discrimination; Rassismus; Geschlechterstereotyp; Homogene Gruppierung; Niveaugruppierung; Streaming; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Rating-Skala; Item-Response-Theorie; Multivariate Analyse
Abstract	Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose literacy skills are overestimated by their teachers typically gain more literacy skills during kindergarten. Conversely, children whose skills are underestimated learn less. It is important to note that the skills of socioeconomically disadvantaged children are on average underestimated. As a result, inequalities in kindergarten literacy development stem in part from the links between teacher misperceptions and student background. We also explored the extent to which these relationships operate through practices associated with ability grouping. We found instructional grouping to be a weak facilitator of the link between teacher perceptions and student learning, suggesting the need for further research that identifies the social and structural classroom characteristics that link teacher perceptual accuracy to student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01