Pygmalion in Instruction? Tracking, Teacher Reward Structures, and Educational Inequality

Autor/in	Andersen, Ida Gran
Titel	Pygmalion in Instruction? Tracking, Teacher Reward Structures, and Educational Inequality
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 5, S.1021-1044 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9452-z
Schlagwörter	Track System (Education); Rewards; Academic Achievement; Teacher Attitudes; Teacher Student Relationship; Equal Education; Grading; Incentives; Student Behavior; Student Placement; Teacher Expectations of Students; Correlation; Longitudinal Studies + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Reward; Belohnung; Schulleistung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Notengebung; Schulnote; Anreiz; Student behaviour; Schülerverhalten; Schülerpraktikum; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	I combine sociological and economic research to test a new theoretical model of the causes and consequences of teacher responses to students' track location. I examine the impact of teacher reward structures on educational inequality by analyzing how grading practices affect students' effort and achievement across tracks. Differences in grading practices determine incentive structures for student behavior and educational investments and thus may be an important mechanism in explaining track effects on academic achievement. I apply student fixed effects models across tracks to the NELS:88 and find that, first, track placement affects achievement, second, although grading practices affect achievement, they only explain a minor part of the track effect, and, third, teacher expectations and perceived class ability level explain the positive track effect for high-track students. These findings suggest that high-track students have higher achievement because their teachers perceive them as better students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01