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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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9

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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10

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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Banerjee, Meeta, Christy Byrd, and Stephanie Rowley. "The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes." Social Sciences 7, no. 10 (2018): 208. http://dx.doi.org/10.3390/socsci7100208.

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Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictor

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Byfield, Lavern. "Labeling English Learners: Teachers’ Perceptions and Implications." International Journal of Education and Literacy Studies 7, no. 4 (2019): 69. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.69.

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In the U. S., given the growing number of students who are speakers of languages other than English, this article brings attention to a need for a nuanced perspective on the definition of English learners. The study was designed to investigate teachers’ perceptions of English learners and the implications for classroom instruction. Teachers classified English learners as Latinos and conflated race and ethnicity with language proficiency. Although Amish students were included on classroom demographic forms, race/ethnicity and language were confused in teachers’ explanations of their accommodati

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Delale-O’Connor, Lori, and DaVonna L. Graham. "Teachers’ Talk About Race and Caregiver Support: “You Can NEVER Be Too Sure About Parents”." Urban Education 54, no. 4 (2018): 499–534. http://dx.doi.org/10.1177/0042085918806941.

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This study focused on teachers’ perceptions of caregiver support for engaging in conversations about race in the classroom. We analyzed data from the Teachers’ Race Talk Survey, an exploratory survey that examines teachers’ perceptions about discussing race and racial violence in the classroom. Our analyses suggested that respondents espoused broad uncertainty for talking about race with regard to parental support. Teachers explained their responses drawing on four primary logics: (a) context characteristics, (b) family characteristics, (c) teacher characteristics, and (d) subject. We connecte

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Derrington, Mary Lynne, and James Anthony Martinez. "Exploring Teachers’ Evaluation Perceptions: A Snapshot." NASSP Bulletin 103, no. 1 (2019): 32–50. http://dx.doi.org/10.1177/0192636519830770.

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Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learni

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Carr, Paul R., and Thomas R. Klassen. "Different Perceptions of Race in Education: Racial Minority and White Teachers." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 1 (1997): 67. http://dx.doi.org/10.2307/1585812.

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Banks, Joy. "Gangsters and wheelchairs: urban teachers’ perceptions of disability, race and gender." Disability & Society 30, no. 4 (2015): 569–82. http://dx.doi.org/10.1080/09687599.2015.1030066.

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Robinson, Nicole R. "Preservice Music Teachers’ Employment Preferences." Journal of Research in Music Education 60, no. 3 (2012): 294–309. http://dx.doi.org/10.1177/0022429412454723.

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This study was designed to investigate preservice music teachers’ ( N = 187) perceptions of employment preferences when considering future teaching positions. Adaptive Conjoint Analysis, a business market–based research tool, was used to determine preferences for personal factors (e.g., salary, commute), school environmental factors (e.g., administrative support, school type, student race-ethnicity, student socioeconomic status [SES]), and music teaching factors (e.g., resources, facilities, program sustainability, parental and community support). Results indicated that preservice music teache

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Başarır, Fatma, Mediha Sarı, and Abdullah Çetin. "Examination of teachers' perceptions of multicultural education." Pegem Eğitim ve Öğretim Dergisi 4, no. 2 (2014): 91–110. http://dx.doi.org/10.14527/pegegog.2014.011.

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The aim of this study is to determine the multicultural education perceptions of teachers working in secondary and high schools. Participants of this research designed with phenomenological approach, which is one of the qualitative research methods are 12 teachers working in secondary and high schools. Data was collected through the interview method in which a semi-structured interview form was used. Content analyzes were performed on the collected data and congruity ratios were calculated (0.83) between coders for the encodings performed separately by the researchers. Results indicate that th

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Williams, Amanda L., Zachary Giano, Michael J. Merten, et al. "Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation." Journal of Early Adolescence 40, no. 8 (2019): 1061–86. http://dx.doi.org/10.1177/0272431619891244.

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Teacher expectations of students have been consistently linked with student academic achievement. What is less known is how students’ actual behaviors and performance shape teachers’ perceptions of them, particularly when considering student gender and race/ethnicity. A diverse dyadic sample of 1,653 seventh graders with 63 reporting teachers was used to examine how teaching experience, student behavioral citations, and grade point average were related to teachers’ perceptions of each student’s antisocial behavior, academic motivation, and likelihood of graduating high school. Results showed t

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Butler, Sara, and Kathy Roesel. "Students' Perceptions of Male Teachers: Effects of Teachers' Dress and Students' Characteristics." Perceptual and Motor Skills 73, no. 3 (1991): 943–51. http://dx.doi.org/10.2466/pms.1991.73.3.943.

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The purpose of this study was to explore the effects of a male teacher's clothing and selected students' characteristics on students' perceptions of teachers' characteristics. The sample consisted of 152 male and female high school students. Respondents selected one of four photographs of a male teacher model dressed in four different clothing styles for each of 20 teachers' characteristic statements. The mediating effects of students' gender, formality of clothing, and perceptions of the importance of clothing were also investigated. Significant differences among the four clothing styles were

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Wright, Kim B., Samantha M. Shields, Katie Black, Manjari Banerjee, and Hersh C. Waxman. "Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era." education policy analysis archives 26 (May 14, 2018): 62. http://dx.doi.org/10.14507/epaa.26.3449.

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In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers’ perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included perc

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Martinez, Matthew J. "Does School Racial Composition Matter to Teachers: Examining Racial Differences in Teachers’ Perceptions of Student Problems." Urban Education 55, no. 7 (2018): 992–1020. http://dx.doi.org/10.1177/0042085918770709.

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This study investigates how teachers’ perceptions of student problems are affected by school-level student/teacher racial compositions. Utilizing the full spectrum of student/teacher racial compositions, results from nonlinear models show that students, regardless of their individual racial background, will be evaluated partially on the racial composition of the school they attend. This conclusion holds irrespective of individual teacher race, although teacher racial identity influences the extent to which school composition matters. Findings suggest that White, but not Black or Hispanic, teac

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Riegle-Crumb, Catherine, and Melissa Humphries. "Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity." Gender & Society 26, no. 2 (2012): 290–322. http://dx.doi.org/10.1177/0891243211434614.

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This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Analyses of nationally representative data from the Education Longitudinal Study of 2002 (ELS) reveal th

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Bennett, Jacob S., Melissa K. Driver, and Stanley C. Trent. "Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education." Urban Education 54, no. 7 (2017): 891–918. http://dx.doi.org/10.1177/0042085917690205.

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A narrative literature review was conducted to examine how researchers address the concept of White privilege in teacher education using critical race theory. A Boolean search revealed 26 articles met criteria for inclusion. Findings show most researchers ( n = 15, 55%) investigated perceptions of White privilege within individual multicultural education courses and not comprehensively at the teacher education program level. Many White preservice teachers had difficulty connecting race-based privilege with systemic inequities. Implications for future research and training preservice teachers a

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Halpin, David, Paul Croll, and Karyn Redman. "Teachers’ Perceptions of the Effects of In‐Service Education." British Educational Research Journal 16, no. 2 (1990): 163–67. http://dx.doi.org/10.1080/0141192900160205.

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Callender, Christine. "Needles in a haystack." Management in Education 32, no. 4 (2018): 167–75. http://dx.doi.org/10.1177/0892020618791656.

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This article draws on a study of black male teachers who teach in primary schools, and aims to contribute to studies of black, Asian and minority ethnic (BAME) teachers. Interviews with 10 participants examine the nexus of professional and social identities and how these are (re)constructed in or by schools. The teachers’ agentic actions provide insight into the intersections of race, ethnicity, gender and class, and point to the ways that social and professional identities are in a constant state of (re)formation as black male teachers traverse (and tiptoe) within and between social and profe

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Lomascolo, David J., and Pamela S. Angelle. "Teacher Tenure in Tennessee: An Examination of Principal Perceptions Post–Race to the Top." NASSP Bulletin 103, no. 2 (2019): 98–117. http://dx.doi.org/10.1177/0192636519830766.

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This quantitative study examined perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. Quantitative results found that principals characterized the teacher tenure law as having a positive impact on their ability to evaluate and retain effective teachers. Re

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Martell, Christopher C., and Kaylene M. Stevens. "Perceptions of Teaching Race and Gender: Results of a Survey of Social Studies Teachers." High School Journal 101, no. 4 (2018): 274–99. http://dx.doi.org/10.1353/hsj.2018.0015.

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Jimenez, Jorge A., and José M. Abreu. "Race and sex effects on attitudinal perceptions of acquaintance rape." Journal of Counseling Psychology 50, no. 2 (2003): 252–56. http://dx.doi.org/10.1037/0022-0167.50.2.252.

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Heimer, Lucinda Grace. "From salvation to inquiry: Preservice teachers’ conceptions of race." Global Studies of Childhood 10, no. 4 (2020): 368–84. http://dx.doi.org/10.1177/2043610620978510.

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Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes y

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Zimmermann, Calvin Rashaud, and Grace Kao. "UNEQUAL RETURNS TO CHILDREN’S EFFORTS." Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 417–38. http://dx.doi.org/10.1017/s1742058x20000016.

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AbstractResearch demonstrates the importance of noncognitive skills for educational achievement and attainment. Scholars argue that gender differences in noncognitive skills contribute to the gender gap in education. However, the intersection of student race/ethnicity and gender remains underexplored. Studies that examine how noncognitive skills affect gender or racial disparities in teachers’ perceptions of academic skills often assume that children’s noncognitive skills have the same benefit for all children. This is questionable given that research suggests that racial biases affect teacher

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Donahue, Erika, and Linda R. Vogel. "Teacher Perceptions of the Impact of an Evaluation System on Classroom Instructional Practices." Journal of School Leadership 28, no. 1 (2018): 31–55. http://dx.doi.org/10.1177/105268461802800102.

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While many states have adopted new requirements for teacher evaluations in pursuit of Race to the Top funding (Darling-Hammond, 2013), this qualitative case study of one Rocky Mountain school district that has been working on developing a system of supervision and evaluation to support teacher effectiveness for over a decade examines how teachers believe the supervision and evaluation practice impacts their daily classroom instructional practices. Five themes emerged from the interview data of 30 teachers across the district and in diverse teaching positions. Feedback, quality of relationships

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Saxon, Burt. "Teachers and Teaching: Tally's Corner Revisited." Harvard Educational Review 61, no. 1 (1991): 88–96. http://dx.doi.org/10.17763/haer.61.1.e146p837163u20q1.

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In this article, Burt Saxon relates how the values and beliefs he formed during his childhood in a small midwestern town changed over time as new experiences and influences challenged his initial perceptions. Saxon describes how his perspectives on ethnicity, race, education,and upward mobility evolved during twenty years of diverse discussions with urban high school students of Tally's Corner by Elliott Liebow. He chronicles how classroom discussions of this 1967 study of a group of Black "streetcorner" men and the social forces that shaped their lives changed dramatically from the 1960s thro

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Holliday, Bertha Garrett. "Differential Effects of Children's Self-Perceptions and Teachers' Perceptions on Black Children's Academic Achievement." Journal of Negro Education 54, no. 1 (1985): 71. http://dx.doi.org/10.2307/2294901.

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Hart, Linda, and Yvonne Garza. "Teachers Perceptions of Effects of a Student's Death: A Phenomenological Study." OMEGA - Journal of Death and Dying 66, no. 4 (2013): 301–11. http://dx.doi.org/10.2190/om.66.4.b.

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When a student dies in a school setting many school professionals step in and offer grief services to the students affected. In the classrooms, teachers are expected to step in and help the students grieve; however, equivalent support for teachers seems to be lacking. This study explored the lived experiences of teachers who experienced the unanticipated death of a student. From the analysis, the following themes emerged: (a) releasing feelings, (b) resources (c) lost academic time and redirection, and (d) honoring the memory. The results of this study reinforce the need for training for schoo

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Drame, Elizabeth R. "Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities." Exceptional Children 69, no. 1 (2002): 41–53. http://dx.doi.org/10.1177/001440290206900103.

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The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly infl

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Haas, Eric, Mariama Smith Gray, and Gustavo E. Fischman. "The relationship of implicit bias to perceptions of teaching ability: examining good looks, race, age, and gender." Educação Online 14, no. 32 (2019): 206–36. http://dx.doi.org/10.36556/eol.v14i32.688.

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Education leaders consistently make quick decisions that have substantial impacts on the students and educators, with whom they work, often based on ambiguous and incomplete information. Thus, in this fast-paced, imperfect decision-making environment, implicit, unconscious biases can influence their decisions. To become better decision-makers, education leaders must learn to identify their implicit biases and then minimize their negative influences. In this study of 1,751 U.S. participants, we examine perceptions of teaching ability based solely on a person’s appearance and how this initial pe

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Redding, Christopher. "A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes." Review of Educational Research 89, no. 4 (2019): 499–535. http://dx.doi.org/10.3102/0034654319853545.

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Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teach

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Tajgozari, Mostafa, and Zahra Alimorad. "Examining the Possible Effects of (mis)matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores." Khazar Journal of Humanities and Social Sciences 22, no. 4 (2019): 128–45. http://dx.doi.org/10.5782/2223-2621.2019.22.4.128.

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The present mixed-methods study intended to explore Iranian EFL teachers’ and students’ perceptions of assessment of students’ written performance and the effect of any possible (mis)matches on students' achievement. To these aims, a convenient sample of teachers (N=5) and students (N=30) from different classes and institutes in Iran was recruited to participate in the study. In the first phase of the study, all of the participants, both teachers and students, were interviewed to determine their perceptions of writing assessment. In the next phase, students were asked to write about a topic an

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Bazemore-Bertrand, Shamaine. "Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds." Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 43–57. http://dx.doi.org/10.51830/jultr.18.

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Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perc

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Edwards, Erica B., Nicole Patton Terry, Gary Bingham, and Jeremy L. Singer. "Perceptions of classroom quality and well-being among Black women teachers of young children." education policy analysis archives 29 (April 26, 2021): 56. http://dx.doi.org/10.14507/epaa.29.5964.

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Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood ed

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Field, Sharon, Alan Hoffman, Susan St Peter, and Shlomo Sawilowsky. "Effects of Disability Labels on Teachers' Perceptions of Students' Self-Determination." Perceptual and Motor Skills 75, no. 3 (1992): 931–34. http://dx.doi.org/10.2466/pms.1992.75.3.931.

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Teachers' perceptions of their students' self-determination were significantly lower for students with disabilities ( n = 48) than for students without disabilities (n = 47), even though there was little difference in observed behaviors of these students.

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Guskey, Thomas R. "The Effects of Staff Development on Teachers’ Perceptions About Effective Teaching." Journal of Educational Research 78, no. 6 (1985): 378–82. http://dx.doi.org/10.1080/00220671.1985.10885634.

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Hyland, Ken, and Eri Anan. "Teachers’ perceptions of error: The effects of first language and experience." System 34, no. 4 (2006): 509–19. http://dx.doi.org/10.1016/j.system.2006.09.001.

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Simonson, Tracy A., and William Strein. "The effects of teachers' verbal behaviors on kindergartners' perceptions of competence." Psychology in the Schools 34, no. 4 (1997): 363–71. http://dx.doi.org/10.1002/(sici)1520-6807(199710)34:4<363::aid-pits8>3.0.co;2-m.

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Sluijsmans *, Dominique M. A., Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer, and Rob L. Martens. "Training teachers in peer-assessment skills: effects on performance and perceptions." Innovations in Education and Teaching International 41, no. 1 (2004): 59–78. http://dx.doi.org/10.1080/1470329032000172720.

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Marquardt, Dennis John, and Lee Brown. "Examining the Effects of Race and Communication Style on Ethical Leadership Perceptions." Academy of Management Proceedings 2014, no. 1 (2014): 16875. http://dx.doi.org/10.5465/ambpp.2014.16875abstract.

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Stevenson, Margaret C., Katlyn M. Sorenson, Amy C. Smith, Ady Sekely, and Rukudzo A. Dzwairo. "Effects of defendant and victim race on perceptions of juvenile sex offenders." Behavioral Sciences & the Law 27, no. 6 (2009): 957–79. http://dx.doi.org/10.1002/bsl.910.

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Alimorad, Zahra, and Mostafa Tajgozari. "A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers." SAGE Open 6, no. 4 (2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679212.

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As potential mismatches between teachers’ and students’ perceptions can have negative effects on students’ satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers ( N = 75) and students ( N = 202) from different cities of Iran was recruited to par

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Almulla, Mohammed Abdullatif. "An Investigation of Teachers’ Perceptions of the Effects of Class Size on Teaching." International Education Studies 8, no. 12 (2015): 33. http://dx.doi.org/10.5539/ies.v8n12p33.

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<p class="apa">This study investigates the perceptions of Saudi Arabian primary school teachers in Years 4, 5 and 6 and discusses the effects of class size on teaching. The data comes from 30 teachers who teach small classes in two private schools, and 37 who teach large classes in two state schools in Alhafouf, Saudi Arabia. The study discusses whether different numbers of students in class could have an impact on teachers’ perceptions and teaching practices. The data show that teachers in both small and large classes believe that class size has some impact on their teaching. Teachers i

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