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Memorial University - Electronic Theses and Dissertations 1
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Document Description
TitleExpectations of teachers and education students for academic achievement among middle and lower class children
AuthorAdams, Ford, 1952-
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 1979. Education
Date1979
Paginationviii, 95 leaves
SubjectPrediction of scholastic success; Interaction analysis in education;
DegreeM.Ed.
Degree GrantorMemorial University of Newfoundland. Faculty of Education
DisciplineEducation
LanguageEng
NotesBibliography: leaves 57-65
AbstractThis 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.
TypeText
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier75032237
RightsThe 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.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(17.26 MB) -- http://collections.mun.ca/PDFs/theses/Adams_Ford.pdf
CONTENTdm file name294820.cpd