Analysis of Teacher Expectations and Reading Achievement in First Grade.

Autor/in	Robinson, Gloria Jean
Titel	Analysis of Teacher Expectations and Reading Achievement in First Grade.
Quelle	(1975), (171 Seiten)Verfügbarkeit Ed.D. Dissertation, Ball State University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Doctoral Dissertations; Environmental Influences; Expectation; Grade 1; Primary Education; Racial Factors; Reading Achievement; Reading Research; Sex Differences; Socioeconomic Influences; Student Characteristics; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Environmental influence; Umwelteinfluss; Expectancy; Erwartung; School year 01; 1. Schuljahr; Schuljahr 01; Primarbereich; Leseleistung; Leseforschung; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Lehrerverhalten
Abstract	The effect of teacher expectations on first graders' reading-achievement levels was the focus of this investigation. An original instrument was devised to measure the degree to which teachers believed that certain factors influence reading achievement. Thirty-two teachers were divided into two groups: sixteen teachers who frequently agreed with statements positing the link between certain factors and expected reading achivement and sixteen who frequently disagreed with statements that these factors are influential. Data collected on 697 students included scores on the Metropolitan Readiness Test, sex, ethnic origin, order of birth, area of residence, parent occupation, socioeconomic level, attendance in kindergarten, age at entry to first grade, and scores on the Gates-MacGinitie Reading Tests. According to data, the student population was generally more successful in learning to read with teachers who expected greatest differences as a function of these factors, although students with low readiness ratings fared better with a teacher who expected few differences. Sex, parent occupation, area of residence, ethnic origin, and socioeconomic level apparently exerted influences on reading regardless of teacher expectations. (Author/KS)
Anmerkungen	University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-16,475, MF $7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01