Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anne van Leest, Lisette Hornstra, Jan van Tartwijk, Janneke van de Pol
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Abstract

In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers’ perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher-perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students’ background and differed between teachers. For secondary school performance, teacher-perceived student attributes to have limited predictive value. The limited predictive value of teacher-perceived student attributes for students’ performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.

Abstract Image

教师在制定赛道建议时是否考虑了学生的特质?
在一些轨制教育体系中,小学教师会提出升学建议,以决定学生将被分配到哪所中学。虽然教师的升学建议大多基于学生之前的成绩,但教师在多大程度上也会考虑学生的感知属性,如学生的作业习惯或家长参与度,以及这些感知属性在多大程度上能预测学生的中学成绩,目前尚不清楚。因此,我们首先调查了教师在推荐升学方向时对学生特质的认知程度(问题 1)。我们考虑了不同背景学生之间的差异和教师之间的差异。其次,我们研究了小学教师对学生特质的认知在多大程度上能预测学生的中学成绩(研究问题 2)。参与者包括来自 1105 名荷兰小学教师的 17953 名六年级学生(研究问题 1)和来自 1289 个荷兰中学班级的 4150 名九年级学生(研究问题 2)。本研究使用多层次模型对数据进行分析。研究结果表明,教师感知到的学生特质在跟踪建议和中学成绩方面只起了很小的作用。然而,教师对这些特质的考虑程度因学生背景而异,教师之间也存在差异。就中学成绩而言,教师认为的学生特质的预测价值有限。教师认为的学生特质对学生中学成绩的预测价值有限,这表明教师在制定升学建议时可能需要谨慎考虑学生认为的特质。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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