ERIC Number: ED477543
Record Type: RIE
Publication Date: 2003-Apr
The Relationship between Teachers' Beliefs and Student Achievement in Two Primarily African American Urban Elementary Schools.
This study investigated the relationship between urban teachers' beliefs and student outcomes, reflecting teachers' beliefs related to the beliefs in previous qualitative literature on effective teachers of African American children. A subset of participating teachers surveyed in a larger study (46 out of 244) was identified from two of the original six elementary schools. The schools served predominantly African American students from low-income families. In the larger study, teachers beliefs about knowledge, teaching practices, and social relationships with students were collected. Standardized scores from the Iowa Tests of Basic skills were converted to z-scores for each student and used in the final hierarchical regression/correlational analyses. Data for each class were aggregated into mean achievement scores for math, reading, and language arts. Data analysis indicated that reading achievement significantly related to teachers' beliefs regarding the importance of students' cultural identity, students' individual needs, and strategies such as drill, practice, and peer learning experiences for lower-achieving students. (Contains 40 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5, 2002).