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ERIC Number: EJ906819
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0883-0355
Does Immigration Background Matter? How Teachers' Predictions of Students' Performance Relate to Student Background
Hachfeld, Axinja; Anders, Yvonne; Schroeder, Sascha; Stanat, Petra; Kunter, Mareike
International Journal of Educational Research, v49 n2-3 p78-91 2010
Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students' immigration and language background affect teachers' evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students' language background and linguistic complexity of the problem on teachers' predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students' language background and linguistic demands of the material used to appropriately support bilingual students. (Contains 3 figures and 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany