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ERIC Number: ED048109
Record Type: Non-Journal
Publication Date: 1971
Pages: 10
Abstractor: N/A
Reference Count: N/A
Teachers' Perceptions: Do They Make a Difference?
Doyle, Wayne J.; And Others
A study of teacher perceptions of student ability as related to first grade reading achievement examined the notions that teacher expectancy does affect the performance of pupils and that teacher expectations are influenced by the sex of the pupil. Female first grade teachers (N=11) in a suburban school provided estimates of the IQ (MIQ) of each pupil after two months of school just prior to administration of the Otis-Lennon Mental Ability Test (Form J) to measure IQ (MIQ). At the end of the academic year the Stanford Reading Achievement Test (Form W) was given, its paragraph meaning score serving as the criterion variable. Chi square, analysis of covariance, and regression analysis were used in testing three hypotheses: 1) Estimated cognitive abilities of first grade boys will be biased downward from the measured while that of girls will be biased upward. 2) When measured cognitive abilities are controlled, reading achievement scores of those pupils whose estimated cognitive abilities are biased upward from the measured cognitive abilities will be greater than the scores of those pupils whose abilities are biased downward. 3) When measured cognitive abilities are controlled, reading achievement scores for first grade girls will be greater than for boys. Data, in the direction hypothesized, offer strong evidence of the relationship between sex-linked teacher perceptions and reading achievement, indicating that teachers' estimates of pupil ability are associated with pupil achievement. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests