ERIC Number: EJ1094013
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Inequality from the First Day of School: The Role of Teachers' Academic Intensity and Sense of Responsibility in Moderating the Learning Growth Gap
Youn, Minjong
Journal of Educational Research, v109 n1 p50-67 2016
The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry.
Descriptors: Longitudinal Studies, Surveys, Children, Teacher Responsibility, Achievement Gains, Achievement Gap, School Readiness, Teacher Attitudes, Mathematics Achievement, Difficulty Level, Elementary School Students, Elementary School Teachers, Hierarchical Linear Modeling
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A