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1.
The purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typically performing students. The findings of the investigation suggest that relying on teachers' judgments of students' early literacy skills alone may be insufficient to accurately identify students at risk for reading difficulties. © 2011 Wiley Periodicals, Inc. 相似文献
2.
Teachers' judgments of student achievement are a crucial aspect of instruction and intervention. Previous research examining teachers' judgments has primarily focused on oral reading fluency and results are mixed with respect to how accurate teachers are. The purpose of the current study was to examine the accuracy of kindergarten and first‐grade teachers' judgments of students' instructional level in early reading and early math and, using a pre‐post quasi‐experimental design, determine the extent to which the use of data altered teachers' judgments. Teachers were least accurate when rating students whose skills were in the frustrational range and they tended to overestimate students' skills. The use of data did not improve accuracy overall, but there were slight (albeit not significant) changes at the frustrational and instructional levels. Results suggest that teachers' low accuracy, when compared with screening data, combined with overestimation, may result in students who most need intervention being missed. 相似文献
3.
Teacher judgments about students' academic abilities are important for several reasons, including their day‐to‐day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre‐kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer the Early Literacy Skills Assessment (ELSA). Findings suggest that teachers with opportunities to administer the ELSA had a significantly higher percentage of accurate judgments across half of the ELSA subtests, but their judgment accuracy was still no better than 50%–60% on all but one ELSA subtest. Implications for school psychologist practitioners and researchers are presented. © 2010 Wiley Periodicals, Inc. 相似文献
4.
Teachers' judgments about students' knowledge and skills can be global or specific depending on the diagnostic situation during teaching. We test the relationship between these judgments, their accuracy, and whether global judgment (GJ) accuracy can be measured by aggregating specific judgments (SJ). Judgments of 52 primary school teachers about their students' achievement in a standardized mathematics test were assessed. SJs and GJs correlated high. However, SJs were slightly more accurate than GJs. Additionally, teachers' GJ accuracy is not similar to the accuracy of aggregated SJs. We conclude that teachers use different judgment strategies for GJs and SJs. 相似文献
5.
Suzanne Bamonto Graney 《Psychology in the schools》2008,45(6):537-549
This study investigated the accuracy of classroom teachers' judgments of the reading progress of their low‐performing students. Participants were 36 second grade teachers and students in their lowest reading groups (n = 150). Student progress was monitored weekly using reading‐curriculum‐based measurement (R‐CBM) procedures. After 6 weeks, teachers were asked to rate their students' progress. Expert judges later reviewed the teachers' R‐CBM graphs and rated the individual and group progress based on the graphs. Teacher ratings did not correlate with expert ratings or the R‐CBM slope estimates. Expert ratings correlated highly with slope estimates. Teachers' estimates of progress were significantly higher than expert judges' ratings, indicating that teachers may overestimate student progress. Implications for practice and future research are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
6.
R. Baird Shuman 《The Educational forum》2013,77(3):280-281
Accurate teacher judgment of students' reading ability is critical for identification of students in need of intervention. Little research is available that examines the accuracy of teachers' judgments in identifying students at risk for early reading difficulty as students begin school. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students' reading ability. 相似文献
7.
Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement 
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下载免费PDF全文 This study investigated associations among third‐grade teachers' (N = 27) symptoms of depression, quality of the classroom‐learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice. 相似文献
8.
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap. 相似文献
9.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献
10.
Previous findings on effects of teachers' judgments on student learning have been contradictory leading to the question of what kinds of judgments are most beneficial: accurate or (overly) positive ones? In this study, we provide the first competitive test of prominent but contradictory hypotheses regarding the consequences of teachers' judgments in the context of reading proficiency using reading fluency and reading comprehension performance judgments from 145 teachers and measures of real performance and learning progress across eight points of measurement from 2880 students. Response Surface Analyses combined with an information-theoretic approach for model comparison revealed no evidence of positive effects of judgment accuracy or overestimation of student performance by teachers. Instead, progress in reading fluency and reading comprehension was best predicted by students' prior achievement. For reading comprehension, the positivity of teachers' judgments was additionally beneficial: The higher a teacher judged a student's performance, the more the student learned. 相似文献
11.
Elizabeth A. Gunderson Gerardo Ramirez Sian L. Beilock Susan C. Levine 《Mind, Brain, and Education》2013,7(3):196-199
Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st‐ and 2nd‐grade teachers' spatial anxiety (N = 19) and students' spatial skill (N = 132). Teachers' spatial anxiety significantly predicted students' end‐of‐year spatial skill, even after accounting for students' beginning‐of‐year spatial skill, phonological working memory, grade level, and teachers' math anxiety. Since spatial skill is not a stand‐alone part of the curriculum like math or reading, teachers with high levels of spatial anxiety may simply avoid incorporating spatial activities in the classroom. Results suggest that addressing teachers' spatial anxieties may improve spatial learning in early elementary school. 相似文献
12.
Shane R. Jimerson 《Psychology in the schools》2007,44(8):807-821
The extant studies reveal a considerable mismatch between students' and teachers' perceptions of student stress. The present study compared the judgments of teachers‐in‐training (N = 109) with the responses of first‐ and sixth‐grade children (n = 56 and 93, respectively). The following questions are addressed: (a) Do teachers' judgments of the stressfulness of children's experiences correspond with those of the children themselves? (b) Do teachers' perceptions differ according to general developmental status (first grade level versus sixth grade level)? (c) Does the amount of teaching experience have a significant influence on ratings? Results revealed that teachers' judgments corresponded more closely with the children's ratings at the first grade level than at the sixth grade level. However, teachers' perceptions did differ according to grade level for the majority of life events. Furthermore, there were no significant differences between the ratings of the experienced and inexperienced teachers at either grade level. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 807–821, 2007. 相似文献
13.
Anastassia Triga 《Journal of Research in Reading》2004,27(3):311-320
Until recently there has been no nationally acceptable test for assessing reading for the higher grades (Five and Six) of the elementary schools in Greece. As part of an effort to validate such a test, evidence was gathered from teachers' rating scales. Seventy‐two teachers from Fifth and Sixth Grades all over Greece evaluated their 1377 students' reading ability prior to the administration of a standardised reading test. The teachers were instructed to rate each student's reading achievement, disregarding effort, intelligence, behaviour and attendance. Within class correlation coefficients were computed to determine whether teachers' personal judgement (ratings) and students' actual performance on the reading test were correlated. The standardised reading test and the teachers' ratings were found to have a strong correlation. The match between Greek teachers' assessments of student reading levels and the scores obtained using a newly standardised reading test is reported, in order to examine the extent to which teacher ratings and standardised test results of students yield the same information. The rationale of this study is to investigate whether a new standardised Greek reading test can provide an alternative tool for the assessment of Greek primary education. 相似文献
14.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
15.
Anna-Lena Dicke Oliver Lüdtke Ulrich Trautwein Gabriel Nagy Nicole Nagy 《Learning and individual differences》2012,22(6):844-849
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation. 相似文献
16.
Wai Ming Cheung Shek Kam Tse Joseph W.I. Lam Elizabeth Ka Yee Loh 《Journal of Research in Reading》2009,32(3):293-308
Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. 相似文献
17.
Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we investigated to what extent groups of characteristics (i.e., student, information, teacher, and class characteristics) derived from the Realistic Accuracy Model (Funder, 1995) are relevant for explaining differences in teachers' judgment accuracy regarding students' school-related self-concept and autonomous motivation. Data from 1239 students and 341 teachers were analyzed using a Bayesian cross-classified multi-level modeling approach. Our analyses showed that variance in teacher judgments is largely due to variation at the level of judgments and less due to variation in the slope (i.e., the accuracy of teacher judgments). Teachers' judgment accuracy varied to a comparable degree across teachers and classes. Significant determinants for these differences were teachers' subject and students' grade point average. 相似文献
18.
《The Journal of educational research》2012,105(5):310-319
Abstract To determine teachers' perceptions of the likelihood of students' academic and social success in general education settings, 384 teachers responded to 1 of 32 possible case studies describing a student, in which gender, reading achievement, social behavior, and attentiveness were manipulated experimentally. Results showed that, in some instances, teachers used irrelevant information in their predictions (e.g., social behavior influenced academic predictions, reading achievement influenced social predictions). Furthermore, teachers demonstrated gender bias in some instances and appeared to make negative predictions when an ambiguous label explained students' reading problems. The author discusses implications for the inclusion of students with special needs in general education classes. 相似文献
19.
In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills. 相似文献
20.
This study explored the self‐regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self‐Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain‐specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in “threatening” school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc. 相似文献