Memorial University DAI: Expectations of teachers and education students for academic achievement among middle and lower class children

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Title	Expectations of teachers and education students for academic achievement among middle and lower class children
Author	Adams, Ford, 1952-
Description	Thesis (M.Ed.)--Memorial University of Newfoundland, 1979. Education
Date	1979
Pagination	viii, 95 leaves
Subject	Prediction of scholastic success; Interaction analysis in education;
Degree	M.Ed.
Degree Grantor	Memorial University of Newfoundland. Faculty of Education
Discipline	Education
Language	Eng
Notes	Bibliography: leaves 57-65
Abstract	This study investigated the effects of student socio-economic status on teacher expectancy. Specifically, student academic achievement was used as evidence of differential teacher expectancy for students of lower and middle socio-economic status. Teacher experience was studied and differential effects on teacher assessment of students of differing social classes were examined. Also, the study investigated the interactive effects of teacher assessment of student academic performance. -- Two hypothetical children, alike in all respects except socio-economic status, were described and presented to education students and experienced teachers. The children were given identical performance levels on a Social Studies quiz and teachers (both education students and experienced teachers) were asked to grade that performance. In a two-by-two experimental design, the education students were divided into two groups of 30 and each group was treated with a different socio-economic status description. The same procedure was carried out for the experienced teachers. -- The results of an analysis of variance confirmed the presence of a teacher bias for students of different socio-economic status when student performance is assessed. Students of lower socio-economic status were given lower grades than those of middle socio-economic status. A biasing effect was also found for teacher experience in that more experienced teachers gave lower grades than less experienced teachers. A study of the interactive effect of teacher experience and student social status failed to show significant results.
Type	Text
Resource Type	Electronic thesis or dissertation
Format	Image/jpeg; Application/pdf
Source	Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier	75032237
Rights	The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Collection	Electronic Theses and Dissertations
Scanning Status	Completed
PDF File	(17.26 MB) -- http://collections.mun.ca/PDFs/theses/Adams_Ford.pdf
CONTENTdm file name	294820.cpd