Does Immigration Background Matter? How Teachers' Predictions of Students' Performance Relate to Student Background

Autor/inn/en	Hachfeld, Axinja; Anders, Yvonne; Schroeder, Sascha; Stanat, Petra; Kunter, Mareike
Titel	Does Immigration Background Matter? How Teachers' Predictions of Students' Performance Relate to Student Background
Quelle	In: International Journal of Educational Research, 49 (2010) 2-3, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2010.09.002
Schlagwörter	Bilingual Students; Teacher Effectiveness; Mathematical Linguistics; Immigrants; Teacher Expectations of Students; Student Evaluation; Prediction; Teacher Attitudes; Word Problems (Mathematics); Aptitude Treatment Interaction; Background; Foreign Countries; Predictive Validity; Academic Achievement; Migrant Children; Germany + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematische Linguistik; Mathematische Sprache; Immigrant; Immigrantin; Immigranten; Schulnote; Studentische Bewertung; Vorhersage; Lehrerverhalten; Textaufgabe; Hintergrundinformation; Ausland; Schulleistung; Deutschland
Abstract	Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students' immigration and language background affect teachers' evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students' language background and linguistic complexity of the problem on teachers' predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students' language background and linguistic demands of the material used to appropriately support bilingual students. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10