Folk Belief Theory, the Rigor Gap, and the Achievement Gap

Autor/in	Torff, Bruce
Titel	Folk Belief Theory, the Rigor Gap, and the Achievement Gap
Quelle	In: Educational Forum, 78 (2014) 2, S.174-189 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2013.878424
Schlagwörter	Folk Culture; Disadvantaged; Disadvantaged Schools; Change Strategies; Attitude Change; Achievement Gap; Curriculum; Teaching Methods; Academic Standards; Teacher Attitudes; Multivariate Analysis; Teacher Expectations of Students; Remedial Instruction; Thinking Skills; Teaching Experience; Preservice Teacher Education; Inservice Teacher Education; Reflective Teaching; Best Practices; Case Studies; Curriculum Design; New York; South Carolina + Suchen Sie Ihr Suchwort? Lösungsstrategie; Attitudinal change; Einstellungsänderung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Multivariate Analyse; Förderkurs; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Case study; Fallstudie; Case Study; Lehrplangestaltung
Abstract	Folk belief theory is suggested as a primary cause for the persistence of the achievement gap. In this research-supported theory, culturally specified folk beliefs about learning and teaching prompt educators to direct more rigorous curriculum to high-advantage students but not to low-advantage students, resulting in impoverished pedagogy in disadvantaged schools. Folk beliefs tend to be resistant to change, which helps to explain why the achievement gap has proven so persistent. At the same time, various belief-change strategies have potential to promote use of rigorous curriculum with disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10