Modifying biased teacher expectations in mathematics and German. A teacher intervention study
Author (Corporation)
Publication date
06.04.2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Learning and Individual Differences
Special issue
DOI of the original publication
Link
Series
Series number
Volume
87
Issue / Number
101995
Pages / Duration
1-9
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Students’ migration backgrounds and low socioeconomic status can bias teacher expectations of student
achievement in mathematics and German. The main goal of this intervention study was to inform, raise
awareness, and provide opportunities to implement behaviors to modify primary school teachers’ biased
achievement expectations. Before and after the implementation of the teacher training, data were collected using
teacher, student, and parent questionnaires and student achievement tests in mathematics and German.
Regression analyses using a sample of 860 students from Grades 4 to 6 from 75 classes showed that students’
migration backgrounds and socioeconomic status biased teacher expectations for pretests in mathematics and
German. After the intervention, expectations in mathematics were unbiased by students’ migration background
among teachers in the test group, in contrast to the control group. This study provides evidence for strategies to
modify biased teacher expectations through teacher training.
Keywords
Teacher expectations, Migration background, Socioeconomic status, Intervention study, Teacher training
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
1041-6080
1873-3425
1873-3425
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
NEUENSCHWANDER, Markus, Camille MAYLAND, Edith NIEDERBACHER und Ariana GARROTE, 2021. Modifying biased teacher expectations in mathematics and German. A teacher intervention study. Learning and Individual Differences. 6 April 2021. Bd. 87, Nr. 101995, S. 1–9. DOI 10.1016/j.lindif.2021.101995. Verfügbar unter: https://doi.org/10.26041/fhnw-3718