英语学习者标签:幼儿园英语学习者分类如何塑造教师对学生技能的认知以及双语教学环境的调节作用

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ilana M. Umansky, H. Dumont
{"title":"英语学习者标签:幼儿园英语学习者分类如何塑造教师对学生技能的认知以及双语教学环境的调节作用","authors":"Ilana M. Umansky, H. Dumont","doi":"10.3102/0002831221997571","DOIUrl":null,"url":null,"abstract":"Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"6 1","pages":"993 - 1031"},"PeriodicalIF":3.5000,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings\",\"authors\":\"Ilana M. Umansky, H. Dumont\",\"doi\":\"10.3102/0002831221997571\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.\",\"PeriodicalId\":48375,\"journal\":{\"name\":\"American Educational Research Journal\",\"volume\":\"6 1\",\"pages\":\"993 - 1031\"},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2021-03-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0002831221997571\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0002831221997571","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 10

摘要

先前的研究表明,英语学习者分类对学生有重要影响;然而,人们对学习语言分类如何影响学生的学习成绩知之甚少。在这项研究中,我们研究了一种假设的机制:教师感知。我们使用国家数据集(2010-2011年幼儿纵向研究-幼儿园队列或ECLS-K:2011),使用粗化精确匹配来估计幼儿园学习能力状况对教师对学生学业技能感知的影响。我们进一步探讨这种影响是否被教学环境(双语与英语沉浸)所调节。我们发现的证据表明,语言学习分类导致较低的教师感知。然而,双语环境缓和了这种影响。在双语课堂中,我们没有发现EL分类导致认知减少的证据。本研究是对教师认知和语言分类效应研究的补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信