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ERIC Number: EJ1094752
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0300-4430
Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes
Youn, Minjong
Early Child Development and Care, v186 n4 p578-595 2016
This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that children who experienced high levels of teachers' sense of responsibility displayed higher achievement growth than did their under-prepared peers who did not receive this support. Furthermore, academically disadvantaged children who were exposed to a high level of teachers' responsibility were more likely to show a transitional shift in their learning development at the end of the first grade. These findings have implications for understanding how the attitudes that teachers hold within the classroom may play a role in reducing the stratified learning outcomes engendered at an early age.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey