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dc.contributor.authorNeuenschwander, Markus
dc.contributor.authorMayland, Camille
dc.contributor.authorNiederbacher, Edith
dc.contributor.authorGarrote, Ariana
dc.date.accessioned2021-04-15T11:19:42Z
dc.date.available2021-04-15T11:19:42Z
dc.date.issued2021-04-06
dc.identifier.issn1041-6080
dc.identifier.doi10.1016/j.lindif.2021.101995
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32359
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-3718
dc.description.abstractStudents’ 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.en_US
dc.description.urihttps://www.sciencedirect.com/journal/learning-and-individual-differences/issuesen_US
dc.language.isoenen_US
dc.relation.ispartofLearning and Individual Differencesen_US
dc.accessRightsAnonymous*
dc.subjectTeacher expectationsen_US
dc.subjectMigration backgrounden_US
dc.subjectSocioeconomic statusen_US
dc.subjectIntervention studyen_US
dc.subjectTeacher trainingen_US
dc.titleModifying Biased Teacher Expectations in Mathematics and German: A Teacher Intervention Studyen_US
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin*
dc.volume87 (2021)en_US
dc.issue101995en_US
dc.audienceScienceen_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.PublishedSwitzerlandNoen_US
fhnw.IsStudentsWorknoen_US
fhnw.publicationOnlineJaen_US


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