scholarly journals ‘Missing out’? The potential consequences of inaccurate teacher expectations on young gifted readers’ achievement outcomes

Apex ◽  
2015 ◽  
Vol 19 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Lynda Garrett ◽  
Christine Rubie-Davies ◽  
Mohamed Alansari ◽  
Elizabeth Peterson ◽  
Annaline Flint ◽  
...  
Keyword(s):  
Teacher Expectations ◽  
Achievement Outcomes

“I am not a guinea pig”: Parental opportunity hoarding and tracking reform in Germany

2021 ◽  
Vol 16 (1) ◽  
pp. 64-82
Author(s):  
Lana Apple ◽  
Mira Debs
Keyword(s):  
Social Capital ◽  
Discourse Analysis ◽  
Guinea Pig ◽  
Education System ◽  
Educational Inequality ◽  
Tracking System ◽  
School Structure ◽  
Student Background ◽  
Achievement Outcomes

PISA test data from 2000 to today have shown Germany’s education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes. Scholars have identified the highly differentiated school structure, which tracks students as young as 10 years old, as a central cause. This scholarship has not evaluated why German tracking has proved difficult to reform over the last 20 years, despite evidence of negative outcomes. Using a case study of parents’ actions in Hamburg, this paper employs a discourse analysis of debates surrounding a tracking reform to argue that opportunity hoarding—that is, parents with more social capital maintaining certain advantages through ingrained systems that are theoretically open to all—may contribute to why Germany’s early tracking system persists despite evidence showing that it increases educational inequality. The findings presented have implications for an international discussion of tracking reform and opportunity hoarding.

scholarly journals Effective Programs in Elementary Mathematics: A Meta-Analysis

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098621
Author(s):  
Marta Pellegrini ◽  
Cynthia Lake ◽  
Amanda Neitzel ◽  
Robert E. Slavin
Keyword(s):  
Professional Development ◽  
Elementary Mathematics ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Positive Outcomes ◽  
Classroom Organization ◽  
Benchmark Assessment ◽  
Positive Effects ◽  
Organization And Management ◽  
Achievement Outcomes

This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.

Talking at school: Teacher expectations in preschool and kindergarten

1994 ◽  
Vol 9 (1) ◽  
pp. 111-129 ◽  
Author(s):  
Pamela A. Hadley ◽  
Kim A. Wilcox ◽  
Mabel L. Rice
Keyword(s):  
Teacher Expectations ◽  
School Teacher

Effects of the Label “Institutionalized” vs. “Regular School Student” on Teacher Expectations

1982 ◽  
Vol 48 (4) ◽  
pp. 363-364 ◽  
Author(s):  
Patrick Schloss ◽  
Sidney R. Miller
Keyword(s):  
Teacher Expectations ◽  
Regular School
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