When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children From Low-Income Families.

• Penny Hauser-Cram ^[1] ; Selcuk R. Sirin ^[2] ; Deborah Stipek ^[3]
  1. [1] Boston College

     Boston College

     City of Boston, Estados Unidos

     
  2. [2] New York University

     New York University

     Estados Unidos

     
  3. [3] Stanford University

     Stanford University

     Estados Unidos

     

  Mostrar afiliaciones +
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 813-820
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.813
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 5 Citas
• Resumen

  • The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)