Publikation: Does immigration background matter? : How teachers' predictions of students' performance relate to student background
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2010
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International Journal of Educational Research. 2010, 49(2-3), pp. 78-91. ISSN 0883-0355. eISSN 1873-538X. Available under: doi: 10.1016/j.ijer.2010.09.002
Zusammenfassung
Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
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Immigrant students; Teacher predictions; Prediction accuracy; Bilingual students; International education
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HACHFELD, Axinja, Yvonne ANDERS, Sascha SCHROEDER, Petra STANAT, Mareike KUNTER, 2010. Does immigration background matter? : How teachers' predictions of students' performance relate to student background. In: International Journal of Educational Research. 2010, 49(2-3), pp. 78-91. ISSN 0883-0355. eISSN 1873-538X. Available under: doi: 10.1016/j.ijer.2010.09.002BibTex
@article{Hachfeld2010-01immig-38683,
year={2010},
doi={10.1016/j.ijer.2010.09.002},
title={Does immigration background matter? : How teachers' predictions of students' performance relate to student background},
number={2-3},
volume={49},
issn={0883-0355},
journal={International Journal of Educational Research},
pages={78--91},
author={Hachfeld, Axinja and Anders, Yvonne and Schroeder, Sascha and Stanat, Petra and Kunter, Mareike}
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<dcterms:abstract xml:lang="eng">Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.</dcterms:abstract>
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