Student-Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades

Autor/in	Banerjee, Neena
Titel	Student-Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
Quelle	In: Education and Urban Society, 51 (2019) 3, S.395-422 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517721948
Schlagwörter	Teacher Student Relationship; Reading Instruction; Ethnic Groups; School Districts; Student Placement; Correlation; Reading Ability; Kindergarten; Grade 1; Elementary School Students; Elementary School Teachers; Hispanic American Students; Teacher Attitudes; Student Behavior; Cultural Awareness; Cognitive Style; Teacher Characteristics; Minority Group Teachers + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Leseunterricht; Ethnie; School district; Schulbezirk; Schülerpraktikum; Korrelation; Reading competence; Lesekompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten; Student behaviour; Schülerverhalten; Cultural identity; Kulturelle Identität; Cognitive styles; Kognitiver Stil
Abstract	This article investigates the relationship between student-teacher ethno-racial matching and students' placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers' perception of students' learning behavior, a variable that has been linked to teacher-student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01