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ERIC Number: ED563701
Record Type: Non-Journal
Publication Date: 2013
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-6319-5
ISSN: N/A
Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading
Fenske, Mark S.
ProQuest LLC, Ed.D. Dissertation, Walden University
The correlation between income level and achievement has led some educators to believe that low-income students cannot learn at the same level as can middle-class and affluent peers. This problem is significant because as more families become impoverished, more students may be at risk for failure. Many studies have identified challenges facing low-income students, but few have quantified the relationship between teachers' perceptions of low-income students and achievement. This study investigated the impact of perception on the achievement of low-income elementary students. In the 1st phase, 55 educators were surveyed with the Low Income Student Belief Inventory (LISBI). The median score identified teachers with a positive and negative attitude toward low-income students. The 2nd phase examined the correlation between perceptions of each group and reading achievement of 522 low-income students in Grades 3-5. Reading scores from the Illinois Standards Assessment Test (ISAT) were collected. Sample means were compared via an independent t test. Results indicated that the positive group had a higher percentage of low-income students meet or exceed standards. However, achievement was not statistically higher among low-income students taught by educators with a positive attitude compared to those with a negative attitude. The study demonstrated a relationship between positive perceptions and reading achievement, and further identified that effective pedagogy adjusts instruction to accommodate for differences found in the experiences of low-income students. These findings suggest that effective pedagogy also builds positive relationships with students and provides for the unique academic needs that low-income students bring to the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A