Relevant bibliographies by topics / Effects of race on teachers' perceptions

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Academic literature on the topic 'Effects of race on teachers' perceptions'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Effects of race on teachers' perceptions"

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Keese, Jeffrey, Mario Sùarez, and Hersh Waxman. "Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership." NASSP Bulletin 104, no. 3 (2020): 202–19. http://dx.doi.org/10.1177/0192636520957745.

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To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the rac
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Cullinan, Douglas, and James M. Kauffman. "Do Race of Student and Race of Teacher Influence Ratings of Emotional and Behavioral Problem Characteristics of Students with Emotional Disturbance?" Behavioral Disorders 30, no. 4 (2005): 393–402. http://dx.doi.org/10.1177/019874290503000403.

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African American students are disproportionately likely to be identified with the emotional disturbance (ED) education disability. To investigate how teachers’ perceptions of students might vary by race, we analyzed Black and White teachers’ ratings of 769 students with ED, subdivided by race and grade level, on six emotional and behavior problem variables. Results did not support the position that, among students with ED, overrepresentation of African Americans arises from racial bias in teacher perceptions of emotional and behavioral problems; however, there were several interesting main and
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Hughes, Ruthanne. "Worse for the wear: Effects of raciolinguistic ideologies, gender ideologies, and clothing on ESL pronunciation perception." Proceedings of the Linguistic Society of America 5, no. 1 (2020): 544. http://dx.doi.org/10.3765/plsa.v5i1.4729.

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Accents are products of perception as well as production; it is crucial that accentedness research address teacher discrimination rather than focusing on so-called student "deficiencies." Raciolinguistic ideologies and gender ideologies are factors that can affect teacher perception, interacting together in nuanced, non-additive ways. This case study employing matched-guise methodology investigates a White ESL teacher's differential ratings of pronunciation based on students' race, gender, and cultural clothing. Results show that clothing helps index figures of personhood that are more than th
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Huang, Francis L., Colleen Lloyd Eddy, and Emily Camp. "The Role of the Perceptions of School Climate and Teacher Victimization by Students." Journal of Interpersonal Violence 35, no. 23-24 (2017): 5526–51. http://dx.doi.org/10.1177/0886260517721898.

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Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression model
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Battey, Dan, Tonya Bartell, Corey Webel, and Amanda Lowry. "Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking." Journal for Research in Mathematics Education 52, no. 1 (2021): 62–93. http://dx.doi.org/10.5951/jresematheduc-2020-0207.

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Recent international studies have found that teachers’ attitudes, biased against historically marginalized groups, predict lower student achievement in mathematics (e.g., van den Bergh et al., 2010). It is not clear, however, if or how teachers’ racial attitudes affect their evaluation of students’ mathematical thinking to produce these effects. Using an experimental design, we conducted an online survey to examine the relationship between preservice teachers’ (PSTs) racial attitudes and their perceptions of students’ mathematical thinking. The survey used comparable videos, with similar mathe
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Garcia-Ponce, Edgar Emmanuell. "Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers." GIST – Education and Learning Research Journal 21 (December 21, 2020): 69–89. http://dx.doi.org/10.26817/16925777.837.

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In the last few decades, several studies have documented the discrimination that teachers face in the field of Teaching English for Speakers of Other Languages (TESOL). To date, research evidence has shown that discrimination tends to be motivated by issues concerning the native- vers. non-native language status of these professionals. However, recent evidence has suggested that discrimination in TESOL is intricate involving factors that are associated with the language status of teachers, their pronunciation, gender, race, sexual preference, age, among others. Despite the fact that this evide
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Egalite, Anna J., and Brian Kisida. "The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes." Educational Evaluation and Policy Analysis 40, no. 1 (2017): 59–81. http://dx.doi.org/10.3102/0162373717714056.

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Using student survey data from six U.S. school districts, we estimate how assignment to a demographically similar teacher affects student reports of personal effort, happiness in class, feeling cared for and motivated by their teacher, the quality of student–teacher communication, and college aspirations. Relying on a classroom fixed-effects strategy, we show that students assigned to a teacher with similar demographic characteristics experience positive benefits in terms of these academic perceptions and attitudes. The most consistent benefits are among gender matches, and the largest benefit
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Hines, Mack. "The Interactive Effects of Race and Gender on Inservice Teachers’ Perceptions of Caucasian American Principals’ Culturally Proficient School Leadership." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 2 (2008): 209–20. http://dx.doi.org/10.18848/1447-9532/cgp/v08i02/39573.

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Rong, Xue Lan. "Effects of Race and Gender on Teachers' Perception of the Social Behavior of Elementary Students." Urban Education 31, no. 3 (1996): 261–90. http://dx.doi.org/10.1177/0042085996031003003.

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Krnjajic, Stevan. "Effects of student physical attractiveness." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 148–74. http://dx.doi.org/10.2298/zipi0501148k.

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Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere
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Dissertations / Theses on the topic "Effects of race on teachers' perceptions"

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Brown, Darlene. "Teacher Perceptions of African-American Principal Leadership." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/256.

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This study investigated teachers' perceptions of African- American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2
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Guenther, Meagan Marie. "Teacher recommendations of students for honors coursework effects of teacher perceptions of student characteristics including race/ethnicity /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240537263.

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Guenther, Meagan. "Teacher Recommendations Of Students for Honors Coursework: Effects of Teacher Perceptions of Student Characteristics Including Race/Ethnicity." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240537263.

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Husband, Beth Harper. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), access this title online, 2005. http://www.tren.com.

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Husband, Beth. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0152.

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McKenzie, Kathryn Bell. "White teachers' perceptions about their students of color and themselves as White educators." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038188.

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Mailey, Chaz D. "You make the call : the effects of race on perceptions of athlete aggression." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1366493.

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Several studies have been conducted to determine implicit perceptions of race. The purpose of this study was to determine whether or not individuals, when provided with a limited amount of time and limited information, would rate a borderline aggressive play in an athletic setting as being more severe based on the race of the aggressor. Participants (N = 16) were from one mid-sized, Midwestern University. Data were analyzed using an Three-way mixed effects ANOVA with the level of significance set at .05. Results indicated there was no significant difference between race and perceptions of athl
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Robbins, Elizabeth Krimmel. "Effects of race and gender on preservice music educators' perceptions of composer diversity." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/592244.

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Music Education<br>Ph.D.<br>American music education is focused primarily on music written by White men (Baker, 2003). However, women are more likely to believe they can find success in a career in the arts when they have positive female role models (Quimby & DeSantis, 2006). Similarly, college students are more likely to name career role models who match their own ethnicity (Karunanayake & Nuata, 2004). If young women and students of color do not get to see composers who remind them of themselves, then they will be less likely to feel confident as potential composers. The purpose of this stud
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Erwin, Kimberly Danielle. "The Experiences and Perceptions of African American Males and Their Elementary Teachers." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37604.

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This phenomenological research investigation explored the African American malesâ perceptions of activities and learning opportunities that take place in the classroom and how these experiences influenced their academic success. Using the theoretical lens or perspective of critical race theory (CRT), the researcher examined the capital second-, third-, and fourth-grade African American male participants bring into the classroom setting and how this capital relates to the structure of the social and academic realm within the school environment. Additionally, the researcher examined the inst
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Pavia, Amy. "Elementary Teachers' Perceptions of the Effects of High-Stakes Testing." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1003.

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High-stakes testing has increased since the passage of the federal No Child Left Behind Act (NCLB) of 2001. Many teachers are using teacher-centered activities with memorization and testing coach books instead of creating student-centered higher-order thinking activities. Some school districts are eliminating subjects that are not tested on state assessments. The purpose of this study was to collect information regarding the teaching experiences of 9 elementary teachers from the same school within one public school district. Teacher interviews were utilized in this case study to explore the pe
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Books on the topic "Effects of race on teachers' perceptions"

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Ellis, Leslie. The effects of racial heterogeneity on public perceptions of juries, trials, and defendants. American Bar Foundation, 1999.

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Miller, Jackie. The street of the Pied Piper: A survey of teachers' perceptions of the effects on children of the new entertainment technologies. Professional Association of Teachers, 1994.

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Argabrite, Jerry L. The effects of long-term and short-term negotiations on teacher perceptions of school climate. 1988.

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Argabrite, Jerry L. The effects of long-term and short-term negotiations on teacher perceptions of school climate. 1988.

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The effects of distance education technology on faculty perceptions of teaching. 1994.

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Teachers' perceptions of the effects of implementation of outcomes-based education: A qualitative analysis. 1993.

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Heath, Anne Elizabeth. The effects of training in racial identity stage theory on attitudes and perceptions of whites toward blacks. 1992.

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Peterson, Patti S. The effects of a professional development training program on self-perceptions of competency, self-efficacy, and self-concept. 1988.

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Lukavsky, Julie Kay. Students' perceptions of university instructors: Effects of instructors' dress and student characteristics. 1993.

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Smith, Mamie. The effects of teacher collective bargaining on selected school issues: Perceptions of board members, district level administrators and union leaders. 1987.

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Book chapters on the topic "Effects of race on teachers' perceptions"

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Lewis, Andrea D. "Perceptions vs Reality." In Preservice Teachers, Social Class, and Race in Urban Schools. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-95127-7_5.

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Flores, Glenda M. "Learning from Asian Teachers: Internal Diversity and Perceptions of Minority Students and Their Families." In Gender, Race, and Class in the Lives of Today’s Teachers. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73551-7_8.

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Röhl, Sebastian, and Wolfram Rollett. "Student Perceptions of Teaching Quality: Dimensionality and Halo Effects." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_3.

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AbstractThis chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.
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Jones, Tamara K., and Deidre M. Le Fevre. "Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_7.

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AbstractSchool systems around the world are investing in a transition to Innovative Learning Environments (ILEs). Many policies and resources are being directed towards this change. However, if the effects of innovative educational initiatives are to be positive for our students, the onus will ultimately be on teachers to integrate learner-centric pedagogies and digital technologies in flexible learning environments. Educational innovations are dependent upon what teachers think, feel and do in classrooms (Fullan 2001). This chapter examines how teacher perceptions can influence their engagement in ILEs.
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Kim, Hyunjin, and Soo Jung Lee. "Korean Pre-service Teachers’ Perceptions of Parent-Teacher Partnerships: The Effects of Motivation and Teaching Beliefs." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_14.

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Cloud-Buckner, Jennifer, Michael Sellick, Bhanuteja Sainathuni, Betty Yang, and Jennie Gallimore. "Expression of Personality through Avatars: Analysis of Effects of Gender and Race on Perceptions of Personality." In Human-Computer Interaction. Ambient, Ubiquitous and Intelligent Interaction. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02580-8_27.

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Röhl, Sebastian. "Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_9.

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AbstractBased on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.
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Murphy-Jessen, Erica. "Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development." In Maximizing Social Science Research Through Publicly Accessible Data Sets. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch011.

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The purpose of this study was to examine the effects of new Annual Professional Performance Review (APPR) legislation on professional development, instructional practices, and teacher efficacy. Additionally, teacher perceptions of the impact of new APPR standards on the disability classification rate in their school districts were examined. A mixed-method survey was conducted comparing two Average Needs, public school districts, in New York. Although similar student demographics were reported, the disability classification rate in District 1 was above the state the average and District 2 below the state average. The results of this study revealed that the implementation of APPR legislation significantly affected teacher's perceptions of professional development, instructional practices, and teacher efficacy. Professional development proved to be of high importance for all teachers in both districts. However, there was little consensus about the effects of APPR on the disability classification rates.
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Hong, Won-Pyo, and Peter Youngs. "Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea." In Teachers’ Perceptions, Experience and Learning. Routledge, 2019. http://dx.doi.org/10.4324/9781351173285-2.

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Topkaya, Ece Zehir, and Handan Çelik. "Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies." In Facilitating In-Service Teacher Training for Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch011.

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This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.
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Conference papers on the topic "Effects of race on teachers' perceptions"

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Brown, Benton, and Gary Ritter. "SHOULD WE CARE ABOUT TEACHER DIVERSITY?: STUDENT PERCEPTIONS OF TEACHERS OF THE SAME RACE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1504.

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Astuti, Eni Puji, I. Wayan Suardana, Dwi Retno Sri Ambarwati, Dwi Wulandari, and Badrul Isa. "Teachers’ Perceptions of Museum-Based Learning and Its Effects on Creativity: A Preliminary Study." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.043.

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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students
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Tajgozari, Mostafa. "Examining the Possible Effects of (Mis) Matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores." In International Conference on New Trends in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/ntte.2019.09.495.

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Reports on the topic "Effects of race on teachers' perceptions"

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools,
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