Does immigration background matter? How teachers’ predictions of students’ performance relate to student background     

Axinja Hachfeld  Yvonne Anders  Sascha Schroeder  Petra Stanat  Mareike Kunter 《International Journal of Educational Research》2010,49(2-3):78-91

Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.  相似文献   

The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study     

Hachfeld  Axinja  Lazarides  Rebecca 《European Journal of Psychology of Education - EJPE》2021,36(4):1159-1179

Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

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Assessing teachers’ multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale     

Axinja Hachfeld  Adam HahnSascha Schroeder  Yvonne Anders  Petra StanatMareike Kunter 《Teaching and Teacher Education》2011,27(6):986-996

The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism.  相似文献   

Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures     

Sascha Schroeder  Tobias RichterNele McElvany  Axinja HachfeldJürgen Baumert  Wolfgang SchnotzHolger Horz  Mark Ullrich 《Learning and Instruction》2011,21(3):403-415

This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior.  相似文献