A Field Test of Black English Tests for Teachers.

Autor/inn/en	Politzer, Robert L.; Hoover, Mary R.
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	A Field Test of Black English Tests for Teachers.
Quelle	(1977), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Attitude Measures; Black Culture; Black Dialects; Black Students; Elementary Education; Elementary School Students; Elementary School Teachers; Field Studies; Performance Factors; Teacher Attitudes; Teacher Characteristics; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Praxisforschung; Leistungsindikator; Lehrerverhalten; Testreliabilität; Testvalidität
Abstract	The SCRDT Black English Tests for Teachers, a battery consisting of the Reading Pedagogy (RP) and History and Structure of Black English (HSBE) tests, was field tested to determine reliability of the tests; their intercorrelations; the relation of teacher characteristics (sex, age, place of birth, ethnicity, years of experience, attitudes, etc.) to test scores; and the relation of teacher test scores to pupil achievement in reading. The RP and HSBE were found to have reasonable reliability in measuring teachers' knowledge. The scale used to measure teachers' attitudes toward Black language and culture and the educability of Black children appeared to be reliable, as well. Performance on the HSBE and the RP are significantly related to each other and to a positive attitude toward Black English. Further, there is some evidence that teachers' performance in the tests and their willingness to learn about Black English have some relation to student achievement, but that this interest and its significance for pupil achievement vary according to regional or local factors. Significant increases in test and attitude scores could be attributed to teacher workshops in only one site. In fact, only the site appeared to make any consistent differences in teachers' performance on the tests. (EVH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC