The roles that students’ ethnicity and achievement levels play in teachers’ choice of learning materials in online teaching: evidence from two experimental studies

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sabine Schlag, Sabine Glock
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Abstract

Research has shown that, in general, students are treated differently on the basis of their achievement levels and ethnicity. Such differential treatment might also result in the administration of different learning materials, and so far, not much is known about how teachers choose these materials for different students. In two vignette studies, we investigated which student factors influence teachers’ choice of materials. In Study 1, preservice teachers were asked to choose between an easy or difficult instructional video with the same content in response to vignettes that differed by students’ ethnic minority or majority background. In Study 2, preservice teachers could choose between text or video materials with the same content. The student descriptions varied systematically in achievement (high vs. low) and ethnic background (minority vs. majority). The results of Study 1 showed that ethnic minority background students were significantly more often given the easy video than ethnic majority background students. In Study 2, the results showed that student achievement was the crucial factor. Low-achieving students were given the video significantly more often, whereas high-achieving students were more often given the text. Both studies provide initial insights into how teachers’ material choice might be influenced by student characteristics.

Abstract Image

在线教学中学生的种族和成绩水平对教师选择学习材料的影响:来自两项实验研究的证据
研究表明,一般来说,学生因其成绩水平和种族而受到不同的待遇。这种区别对待也可能导致使用不同的学习材料,而迄今为止,人们对教师如何为不同学生选择这些材料还知之甚少。在两项小故事研究中,我们调查了哪些学生因素会影响教师对教材的选择。在研究 1 中,职前教师被要求在相同内容的教学视频中做出简单或困难的选择。在研究 2 中,职前教师可以选择内容相同的文字或视频材料。学生的描述在成绩(高分与低分)和种族背景(少数民族与多数民族)方面存在系统性差异。研究 1 的结果显示,少数族裔背景的学生获得简单视频的比例明显高于多数族裔背景的学生。研究 2 的结果显示,学生成绩是关键因素。给成绩差的学生看视频的次数明显多于给成绩好的学生看课文的次数。这两项研究为教师的教材选择如何受到学生特点的影响提供了初步见解。
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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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