Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading

Autor/in	Fenske, Mark S.
Titel	Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading
Quelle	(2013), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-6319-5
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Socioeconomic Influences; Low Income Groups; Academic Achievement; Teacher Surveys; Positive Attitudes; Negative Attitudes; Elementary School Teachers; Elementary School Students; Grade 3; Grade 5; Grade 4; Reading Achievement; Scores + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Sozioökonomischer Faktor; Schulleistung; Negative Fixierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung
Abstract	The correlation between income level and achievement has led some educators to believe that low-income students cannot learn at the same level as can middle-class and affluent peers. This problem is significant because as more families become impoverished, more students may be at risk for failure. Many studies have identified challenges facing low-income students, but few have quantified the relationship between teachers' perceptions of low-income students and achievement. This study investigated the impact of perception on the achievement of low-income elementary students. In the 1st phase, 55 educators were surveyed with the Low Income Student Belief Inventory (LISBI). The median score identified teachers with a positive and negative attitude toward low-income students. The 2nd phase examined the correlation between perceptions of each group and reading achievement of 522 low-income students in Grades 3-5. Reading scores from the Illinois Standards Assessment Test (ISAT) were collected. Sample means were compared via an independent t test. Results indicated that the positive group had a higher percentage of low-income students meet or exceed standards. However, achievement was not statistically higher among low-income students taught by educators with a positive attitude compared to those with a negative attitude. The study demonstrated a relationship between positive perceptions and reading achievement, and further identified that effective pedagogy adjusts instruction to accommodate for differences found in the experiences of low-income students. These findings suggest that effective pedagogy also builds positive relationships with students and provides for the unique academic needs that low-income students bring to the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01