Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment

Autor/inn/en	Downer, Jason T.; Goble, Priscilla; Myers, Sonya S.; Pianta, Robert C.
Titel	Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment
Quelle	37 (2016), S.26-38 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Racial Differences; Ethnicity; Preschool Education; Hypothesis Testing; Racial Factors; Whites; African Americans; Hispanic Americans; School Readiness; Teacher Influence; Correlation; Academic Ability; Teacher Attitudes; Minority Group Teachers; Minority Group Students; White Students; Longitudinal Studies; Comparative Analysis; Student Characteristics; Teacher Characteristics; Classroom Environment; Interaction; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Rating Scales; Statistical Analysis; Behavior Problems; Interpersonal Competence; Language Skills; Peabody Picture Vocabulary Test; Oral and Written Language Scales; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Pre-school education; Vorschulerziehung; Hypothesenprüfung; Hypothesentest; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Readiness for school; School ability; Schulreife; Korrelation; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Klassenklima; Unterrichtsklima; Interaktion; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Statistische Analyse; Interpersonale Kompetenz; Language skill; Sprachkompetenz
Abstract	Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning of pre-k when rated by a same-race teacher than by a different-race teacher, and (2) children would demonstrate greater gains during the pre-k year when in the class-room of a same-race teacher. Children rarely experienced a teacher with a different race/ethnicity from themselves, except in the case of African American or Latino children attending Caucasian teachers' class-rooms. When examining the school readiness outcomes of African American or Latino children matched or mismatched racially/ethnically with their teacher, racial/ethnic match demonstrated significant associations with the direct assessment of academic skills for Latino children only. However, teachers' initial perceptions of children and teacher reported social and academic gains were significantly associated with racial/ethnic match for African American children. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01