Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context

Autor/inn/en	Ready, Douglas D.; Wright, David L.
Titel	Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context
Quelle	In: American Educational Research Journal, 48 (2011) 2, S.335-360 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210374874
Schlagwörter	Disadvantaged Youth; Academic Achievement; Gender Differences; Cognitive Ability; Misconceptions; Teacher Attitudes; Classroom Environment; Context Effect; Equal Education; Socioeconomic Influences; Racial Differences; Socioeconomic Status; Student Characteristics; Emergent Literacy; Reading Skills; Kindergarten; Prediction; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Schulleistung; Geschlechterkonflikt; Denkfähigkeit; Missverständnis; Lehrerverhalten; Klassenklima; Unterrichtsklima; Sozioökonomischer Faktor; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Frühleseunterricht; Reading skill; Lesefertigkeit; Vorhersage
Abstract	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. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10