ERIC Number: EJ1071503
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations with Longitudinal Outcomes
Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.
Journal of Educational Psychology, v107 n3 p805-820 Aug 2015
Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children's actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers' perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers' perceptions about children's language and preliteracy ability and 41% of the variability in teachers' perceptions about math ability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring both for language and preliteracy and for math. Study implications with regard to the achievement gap are discussed.
Descriptors: Preschool Teachers, Teacher Attitudes, Preschool Children, Low Income Groups, Hierarchical Linear Modeling, Age Differences, Academic Ability, Interpersonal Competence, Behavior Problems
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Administration for Children and Families (DHHS); Office of the Assistant Secretary for Planning and Evaluation (DHHS); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Conners Teacher Rating Scale; Peabody Picture Vocabulary Test; Social Skills Rating System
Grant or Contract Numbers: R01HD046126