Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation
| Autor: | Cheryl A. Delk, Michael J. Merten, Ronald B. Cox, Zachary Giano, Amanda L. Williams, Angel Herring, Karina M. Shreffler, Kami L. Schwerdtfeger Gallus |
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| Rok vydání: | 2019 |
| Předmět: |
Racial composition
Sociology and Political Science media_common.quotation_subject 05 social sciences Ethnic group 050301 education Academic achievement School teachers Perception Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Life-span and Life-course Studies Psychology 0503 education Social Sciences (miscellaneous) 050104 developmental & child psychology media_common Graduation |
| Zdroj: | The Journal of Early Adolescence. 40:1061-1086 |
| ISSN: | 1552-5449 0272-4316 |
| DOI: | 10.1177/0272431619891244 |
| Popis: | Teacher expectations of students have been consistently linked with student academic achievement. What is less known is how students’ actual behaviors and performance shape teachers’ perceptions of them, particularly when considering student gender and race/ethnicity. A diverse dyadic sample of 1,653 seventh graders with 63 reporting teachers was used to examine how teaching experience, student behavioral citations, and grade point average were related to teachers’ perceptions of each student’s antisocial behavior, academic motivation, and likelihood of graduating high school. Results showed that more experienced teachers perceived students more positively, which in turn shaped more favorable perspectives of student graduation. Unsurprisingly, when students were cited for behavioral disruptions, they were perceived more negatively by teachers. Similarly, when students were more academically successful, teachers perceived them more positively. However, several nuances were found based on student gender and race/ethnicity that point to a potentially significant role of teacher expectations in student outcomes. |
| Databáze: | OpenAIRE |
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