کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4937943 | 1434672 | 2016 | 48 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Relations between teachers' achievement, over- and underestimation, and students' beliefs for MÄori and PÄkehÄ students
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
چکیده انگلیسی
In the New Zealand context, the indigenous MÄori group achieve below their PÄkehÄ (European) peers in most academic subjects. The gap begins early in elementary school and is evident throughout schooling. Historically, this has been of concern to researchers, educators, and policy makers because MÄori are disadvantaged socially and economically. Teacher expectations are known to contribute to student achievement and, similarly, some student beliefs have been associated with achievement. The current study explored student beliefs and teacher expectations in relation to MÄori (nâ=â127) and PÄkehÄ (nâ=â523) middle school students, aged 10-14 years. Teachers were more likely to underestimate MÄori and overestimate PÄkehÄ students although this difference disappeared when school socioeconomic status was controlled. MÄori students more strongly endorsed performance goals than PÄkehÄ. Greater achievement gains over one year were found in schools in high socioeconomic areas. For MÄori students, beginning-of-year achievement, school socioeconomic status, holding a performance orientation, and having low levels of peer support predicted their gains whereas for PÄkehÄ students, only prior achievement, school socioeconomic status and being male were associated with higher end-of-year achievement. The findings are discussed in relation to the implications for MÄori and PÄkehÄ students and their schooling. The inclusion of a culturally-based intervention which focuses on improving student-teacher relationships, raising teacher efficacy for teaching MÄori, and including culturally appropriate teaching methods is recommended, particularly for teachers teaching in low socioeconomic schools. Such interventions may help to increase MÄori achievement and decrease the ethnic achievement gap.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 47, October 2016, Pages 72-83
Journal: Contemporary Educational Psychology - Volume 47, October 2016, Pages 72-83
نویسندگان
Christine M. Rubie-Davies, Elizabeth R. Peterson,