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ERIC Number: ED094856
Record Type: Non-Journal
Publication Date: 1973
Pages: 14
Abstractor: N/A
Reference Count: N/A
When Teachers Predict Success in First-Grade Reading.
Henderson, Edmund H.
This study investigated the interaction between teacher background and student variables such as test scores, level of classroom activity and attention, race and socioeconomic class in determining teacher expectancies of reading abilities of first grade children. Participants were 48 female teachers from the South: 24 white and 24 black. The subjects used a 5-point scale to assess the probability that children who had just entered school would be reading at grade level by the beginning of the second grade. The descriptions of 12 children were randomly distributed among the subjects. The description forms were designed to yield specific comparison information on the interactions between the teachers' backgrounds and the student variables. Results indicate that three first order and two second order interactions were found. Discussion of the results focused on the main effect for race of teacher, the interactions involving race of pupil and test score by attention and the second order interactions. The findings in the study allow the conclusion that determinants of teachers' expectancies are quite complex. Also, the findings most salient are those related to the race of the child which suggest a possible racial bias in both black and white teachers' judgments. (SDH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A