Název: Bias in primary school teachers' expectations of students? : a study of general and specific bias towards SES, ethnicity and gender
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [71]-96
Rozsah
[71]-96
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-2-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142788
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over- and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.
Note
This study was funded by the Agency for Innovation by Science and Technology (IWT) 130074 and was made possible by the SBO project Transbaso, an innovative valorisation and research project that deals with inequality in educational choice at the transition from primary to secondary education in Flanders. In addition to the teachers' perspective that is researched in this study, other perspectives with regard to the transition are also being addressed in the project, such as those of students and their parents.
Reference
[1] Bandura, A. (1977). Self Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 | DOI 10.1037/0033-295X.84.2.191
[2] Bandura, A. (1990). Multidimensional scales of perceived academic efficacy. Stanford University.
[3] Bol, T., Witschge, J., Van de Werfhorst, H. G., & Dronkers, J. (2014). Curricular tracking and central examinations: Counterbalancing the impact of social background on student achievement in 36 countries. Social Forces, 92(4), 1545–1572. https://doi.org/10.1093/sf/sou003 | DOI 10.1093/sf/sou003
[4] Bonvin, P. (2003). The role of teacher attitudes and judgement in decision-making: The case of grade retention. European Educational Research Journal, 2(2), 277–294. https://doi.org/10.2304/eerj.2003.2.2.6 | DOI 10.2304/eerj.2003.2.2.6
[5] Boone, S., & Van Houtte, M. (2013). Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research. British Journal of Sociology of Education, 34(1), 20–38. https://doi.org/10.1080/01425692.2012.704720 | DOI 10.1080/01425692.2012.704720
[6] Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661. https://doi.org/10.1037/0022-0663.75.5.631 | DOI 10.1037/0022-0663.75.5.631
[7] Brophy, J., & Good, T. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. https://doi.org/10.1037/h0029908 | DOI 10.1037/h0029908
[8] Brophy, J.E., Good, T.L. (1974). Teacher-student relationships: Causes and consequences. Holt, Rinehart and Winston.
[9] Castro, M., Exposito-Casas, E., Lopez-Martin, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A metaanalysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002 | DOI 10.1016/j.edurev.2015.01.002
[10] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
[11] Cohen, L. Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
[12] Cole, D. A., Martin, J. M., Peeke, L. A., Seroczynski, A. D., & Fier, J. (1999). Children's overand underestimation of academic competence: A longitudinal study of gender differences, depression, and anxiety. Child Development, 70(2), 459–473. https://doi.org/10.1111/1467-8624.00033 | DOI 10.1111/1467-8624.00033
[13] Crosby, J. W. (2011). Social Skills Improvement System Rating Scales. Journal of Psychoeducational Assessment, 29(3), 292–296. https://doi.org/10.1177/0734282910385806 | DOI 10.1177/0734282910385806
[14] Department of Education and Training (2008). Education in Flanders. The Flemish educational landscape in a nutshell. Die Keure.
[15] de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168–179. https://doi.org/10.1037/a0017289 | DOI 10.1037/a0017289
[16] Erikson, R., Goldthorpe, J. H., & Portocarero, L. (1979). Intergenerational class mobility in three West European countries: England, France and Sweden. British Journal of Sociology, 30(4), 415–441. https://doi.org/10.1111/j.1468-4446.2009.01246.x | DOI 10.2307/589632
[17] Eurydice (2011). Grade Retention during Compulsory Education in Europe: Regulations and Statistics. European Commission.
[18] Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual review of sociology, 29, 541–562. https://doi.org/10.1146/annurev.soc.29.010202.100023 | DOI 10.1146/annurev.soc.29.010202.100023
[19] Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
[20] Furnham, A. (2012). Learning styles and approaches to learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 59–82). Americal Psychological Association.
[21] Glock, S., & Krolak-Schwerdt, S. (2013). Does nationally matter? The impact of stereotypical expectations on student teachers' judgements. Social Psychology of Education, 16(1), 111–127. https://doi.org/10.1007/s11218-012-9197-z | DOI 10.1007/s11218-012-9197-z
[22] Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Bohmer, M. (2013). Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments. Social Psychology of Education, 16(4), 555–573. https://doi.org/10.1007/s11218-013-9227-5 | DOI 10.1007/s11218-013-9227-5
[23] Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(32–47). https://doi.org/10.1177/002248718703800406 | DOI 10.1177/002248718703800406
[24] Gorard, S., & Smith, E. (2004). An international comparison of equity in education systems. Comparative education, 40(1), 15–28. https://doi.org/10.1080/0305006042000184863 | DOI 10.1080/0305006042000184863
[25] Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System. Minneapolis, MN: NCS Pearson.
[26] Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 metaanalyses. Psychological Bulletin, 97(3), 363–386. https://doi.org/10.1037/0033-2909.97.3.363 | DOI 10.1037/0033-2909.97.3.363
[27] Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95(4), 813–820. https://doi.org/10.1037/0022-0663.95.4.813 | DOI 10.1037/0022-0663.95.4.813
[28] Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362 | DOI 10.1037/a0015362
[29] Hofer, S. I. (2015). Studying gender bias in physics grading: The role of teaching experience and country. International Journal of Science Education, 37(17), 2879–2905. https://doi.org/10.1080/09500693.2015.1114190 | DOI 10.1080/09500693.2015.1114190
[30] Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297–313. https://doi.org/10.2307/1170184 | DOI 10.3102/00346543059003297
[31] Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. Elementary School Journal, 106(2), 105–130. https://doi.org/ | DOI 10.1086/499194" target="_blank">https://doi.org/
[32] Hughes, J. N., Gleason, K. A., & Zhang, D. A. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 303–320. https://doi.org/10.1016/j.jsp.2005.07.001 | DOI 10.1016/j.jsp.2005.07.001
[33] Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
[34] Jackson, M., Jonsson, J. O., & Rudolphi, F. (2012). Ethnic inequality in choice-driven education systems: A longitudinal study of performance and choice in England and Sweden. Sociology of Education, 85(2), 158–178. https://doi.org/10.1177/0038040711427311 | DOI 10.1177/0038040711427311
[35] Jacobs, D., Rea, A., & Teney, C. (2009). De sociale lift blijft steken. De prestaties van allochtone leerlingen in de Vlaamse Gemeenschap en de Franse Gemeenschap [The social lift stops working. The performance of immigrant students in the Flemish community and the French community]. Koning Boudewijnstichting.
[36] Janssen, R., Van Nijlen, D., De Mulder, L., & Ameel, E. (2017). Validering van IDP en de OVSGtoets: Eindrapport [Validation of IDP and the OVSG-test: Final report]. Steunpunt Toetsontwikkeling en Peilingsonderzoek.
[37] Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy. Journal of Personality and Social Psychology, 57(3), 469–480. https://doi.org/10.1037/0022-3514.57.3.469 | DOI 10.1037/0022-3514.57.3.469
[38] Jussim, L. (1991). Social perception and social reality: A reflection-construction model. Psychological Review, 98(1), 54–73. https://doi.org/10.1037/0033-295x.98.1.54 | DOI 10.1037/0033-295X.98.1.54
[39] Jussim, L. (2017). Precis of social perception and social reality: Why accuracy dominates bias and self-fulfilling prophecy. Behavioral and Brain Sciences, 40(1), 1–65. https://doi.org/10.1017/s0140525x1500062x | DOI 10.1017/S0140525X1500062X
[40] Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155. https://doi.org/10.1207/s15327957pspr0902_3 | DOI 10.1207/s15327957pspr0902_3
[41] Kaiser, J., Südkamp, A., & Möller, J. (2017). The effects of student characteristics on teachers' judgment accuracy: Disentangling ethnicity, minority status, and achievement. Journal of Educational Psychology, 109(6), 871–888. https://doi.org/10.1037/edu0000156 | DOI 10.1037/edu0000156
[42] Kelly, S., & Carbonaro, W. (2012). Curriculum tracking and teacher expectations: Evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271–294. DOI 10.1007/s11218-012-9182-6 |
[43] Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518/001872008x288385 | DOI 10.1518/001872008X288385
[44] Kornblau, B. (1982). The Teachable Pupil Survey: A technique for assessing teachers' perceptions of pupil attributes. Psychology in the Schools, 19(2), 170–174. https://doi.org/10.1002/1520-6807(198204)19:2<170::aid-pits2310190206>3.0.co;2-p | DOI 10.1002/1520-6807(198204)19:2<170::AID-PITS2310190206>3.0.CO;2-P
[45] LeTendre, G. K., Hofer, B. K. L., & Shimizu, H. (2003). What is tracking? Cultural expectations in the United States, Germany, and Japan. American Educational Research Journal, 40(1), 43–89. https://doi.org/10.3102/00028312040001043 | DOI 10.3102/00028312040001043
[46] Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76. https://doi.org/10.1080/0013188990410106 | DOI 10.1080/0013188990410106
[47] Ma, X., Shen, J. P., Krenn, H. Y., Hu, S. S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1 | DOI 10.1007/s10648-015-9351-1
[48] Machts, N., Kaiser, J., Schmidt, F. T. C., & Möller, J. (2016). Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis. Educational Research Review, 19, 85–103. https://doi.org/10.1016/j.edurev.2016.06.003 | DOI 10.1016/j.edurev.2016.06.003
[49] Mechtenberg, L. (2009). Cheap talk in the classroom: How biased grading at school explains gender differences in achievements, career choices and wages. Review of Economic Studies, 76(4), 1431–1459. https://doi.org/10.1111/j.1467-937X.2009.00551.x | DOI 10.1111/j.1467-937X.2009.00551.x
[50] Nurnberger, M., Nerb, J., Schmitz, F., Keller, J., & Sutterlin, S. (2016). Implicit gender stereotypes and essentialist beliefs predict preservice teachers' tracking recommendations. Journal of Experimental Education, 84(1), 152–174. https://doi.org/10.1080/00220973.2015.1027807 | DOI 10.1080/00220973.2015.1027807
[51] OECD (2006), Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003, PISA, OECD Publishing. https://doi.org/10.1787/9789264023611-en | DOI 10.1787/9789264023611-en
[52] Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2 | DOI 10.1007/s10648-015-9350-2
[53] Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17(2), 87–97. https://doi.org/10.1027//1015-5759.17.2.87 | DOI 10.1027//1015-5759.17.2.87
[54] Penninckx, M., Vanhoof, J., & Van Petegem, P. (2011). Beleid in het Vlaamse Onderwijs. Beleid en praktijk van leerling tot overheid [Evaluation in the Flemish education. Policy and practice of student to government].Garant.
[55] Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers' perceptions of young children's cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335–360. https://doi.org/10.3102/0002831210374874 | DOI 10.3102/0002831210374874
[56] Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers' attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35(2), 303–333. https://doi.org/10.14288/1.0055749 | DOI 10.14288/1.0055749
[57] Rosenthal, R. (1973). The mediation of Pygmalion effects: A four factor "theory". Papaua New Guinea Journal of Education, 9, 1–12.
[58] Rosenthal, R. (2002). The Pygmalion effect and its mediating mechanisms. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 25–36). California: Academic Press.
[59] Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations and student intellectual development. Holt.
[60] Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429–444. https://doi.org/10.1348/000709905x53589 | DOI 10.1348/000709905X53589
[61] Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. https://doi.org/ | DOI 10.1348/000709909x466334" target="_blank">https://doi.org/
[62] Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627 | DOI 10.1037/a0027627
[63] Tabachnick, B. G., & Fidell, L. S. (2014). Pearson new international edition. Using multivariate statistics (6th ed.). Pearson Education Limited.
[64] Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. https://doi.org/10.1037/0022-0663.99.2.253 | DOI 10.1037/0022-0663.99.2.253
[65] Timmermans, A. C., de Boer, H., & van der Werf, M. P. C. (2016). An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes. Social Psychology of Education, 19(2), 217–240. https://doi.org/10.1007/s11218-015-9326-6 | DOI 10.1007/s11218-015-9326-6
[66] Timmermans, A. C., Kuyper, H., & van der Werf, G. (2015). Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology, 85(4), 459–478. https://doi.org/10.1111/bjep.12087 | DOI 10.1111/bjep.12087
[67] Timmermans, C., Hermans, P., & Hoornaert, J. (2002). Allochtone jongeren in het onderwijs. Een multidisciplinair perspectief [Immigrant youth in education: A multidisciplinary perspective]. Garant.
[68] Tobisch, A., & Dresel, M. (2017). Negatively or positively biased? Dependencies of teachers' judgments and expectations based on students' ethnic and social backgrounds. Social Psychology of Education, 20(4), 731–752. https://doi.org/10.1007/s11218-017-9392-z | DOI 10.1007/s11218-017-9392-z
[69] Topping, K. J. (2003). Self and peer assessment in school and university: reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: in search of qualities and standards (Vol. 1, pp. 55–87). Springer.
[70] Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems: A comparative perspective. Annual review of sociology, 36, 407–428. DOI 10.1146/annurev.soc.012809.102538 |
[71] Van Houtte, M., & Demanet, J. (2016). Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education, 54, 117–127. https://doi.org/10.1016/j.tate.2015.12.003 | DOI 10.1016/j.tate.2015.12.003
[72] Van Maele, D., & Van Houtte, M. (2011). Collegial trust and the organizational context of the teacher workplace: The role of a homogeneous teachability culture. American Journal of Education, 117(4), 437–464. https://doi.org/10.1086/660754 | DOI 10.1086/660754
[73] Vanlommel, K. (2018). Opening the black box of teacher judgement : The interplay of rational and intuitive processes. University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences.
[74] Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers' decisionmaking: Data based or intuition driven? International Journal of Educational Research, 83, 75–83. https://doi.org/10.1016/j.ijer.2017.02.013 | DOI 10.1016/j.ijer.2017.02.013
[75] Vervaet, R., D'Hondt, F., Van Houtte, M., & Stevens, P. A. J. (2016). The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability. Cultural Diversity & Ethnic Minority Psychology, 22(4), 552–562. https://doi.org/10.1037/cdp0000085 | DOI 10.1037/cdp0000085
[2] Bandura, A. (1990). Multidimensional scales of perceived academic efficacy. Stanford University.
[3] Bol, T., Witschge, J., Van de Werfhorst, H. G., & Dronkers, J. (2014). Curricular tracking and central examinations: Counterbalancing the impact of social background on student achievement in 36 countries. Social Forces, 92(4), 1545–1572. https://doi.org/10.1093/sf/sou003 | DOI 10.1093/sf/sou003
[4] Bonvin, P. (2003). The role of teacher attitudes and judgement in decision-making: The case of grade retention. European Educational Research Journal, 2(2), 277–294. https://doi.org/10.2304/eerj.2003.2.2.6 | DOI 10.2304/eerj.2003.2.2.6
[5] Boone, S., & Van Houtte, M. (2013). Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research. British Journal of Sociology of Education, 34(1), 20–38. https://doi.org/10.1080/01425692.2012.704720 | DOI 10.1080/01425692.2012.704720
[6] Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661. https://doi.org/10.1037/0022-0663.75.5.631 | DOI 10.1037/0022-0663.75.5.631
[7] Brophy, J., & Good, T. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. https://doi.org/10.1037/h0029908 | DOI 10.1037/h0029908
[8] Brophy, J.E., Good, T.L. (1974). Teacher-student relationships: Causes and consequences. Holt, Rinehart and Winston.
[9] Castro, M., Exposito-Casas, E., Lopez-Martin, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A metaanalysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002 | DOI 10.1016/j.edurev.2015.01.002
[10] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
[11] Cohen, L. Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
[12] Cole, D. A., Martin, J. M., Peeke, L. A., Seroczynski, A. D., & Fier, J. (1999). Children's overand underestimation of academic competence: A longitudinal study of gender differences, depression, and anxiety. Child Development, 70(2), 459–473. https://doi.org/10.1111/1467-8624.00033 | DOI 10.1111/1467-8624.00033
[13] Crosby, J. W. (2011). Social Skills Improvement System Rating Scales. Journal of Psychoeducational Assessment, 29(3), 292–296. https://doi.org/10.1177/0734282910385806 | DOI 10.1177/0734282910385806
[14] Department of Education and Training (2008). Education in Flanders. The Flemish educational landscape in a nutshell. Die Keure.
[15] de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168–179. https://doi.org/10.1037/a0017289 | DOI 10.1037/a0017289
[16] Erikson, R., Goldthorpe, J. H., & Portocarero, L. (1979). Intergenerational class mobility in three West European countries: England, France and Sweden. British Journal of Sociology, 30(4), 415–441. https://doi.org/10.1111/j.1468-4446.2009.01246.x | DOI 10.2307/589632
[17] Eurydice (2011). Grade Retention during Compulsory Education in Europe: Regulations and Statistics. European Commission.
[18] Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual review of sociology, 29, 541–562. https://doi.org/10.1146/annurev.soc.29.010202.100023 | DOI 10.1146/annurev.soc.29.010202.100023
[19] Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
[20] Furnham, A. (2012). Learning styles and approaches to learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 59–82). Americal Psychological Association.
[21] Glock, S., & Krolak-Schwerdt, S. (2013). Does nationally matter? The impact of stereotypical expectations on student teachers' judgements. Social Psychology of Education, 16(1), 111–127. https://doi.org/10.1007/s11218-012-9197-z | DOI 10.1007/s11218-012-9197-z
[22] Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Bohmer, M. (2013). Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments. Social Psychology of Education, 16(4), 555–573. https://doi.org/10.1007/s11218-013-9227-5 | DOI 10.1007/s11218-013-9227-5
[23] Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(32–47). https://doi.org/10.1177/002248718703800406 | DOI 10.1177/002248718703800406
[24] Gorard, S., & Smith, E. (2004). An international comparison of equity in education systems. Comparative education, 40(1), 15–28. https://doi.org/10.1080/0305006042000184863 | DOI 10.1080/0305006042000184863
[25] Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System. Minneapolis, MN: NCS Pearson.
[26] Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 metaanalyses. Psychological Bulletin, 97(3), 363–386. https://doi.org/10.1037/0033-2909.97.3.363 | DOI 10.1037/0033-2909.97.3.363
[27] Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95(4), 813–820. https://doi.org/10.1037/0022-0663.95.4.813 | DOI 10.1037/0022-0663.95.4.813
[28] Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362 | DOI 10.1037/a0015362
[29] Hofer, S. I. (2015). Studying gender bias in physics grading: The role of teaching experience and country. International Journal of Science Education, 37(17), 2879–2905. https://doi.org/10.1080/09500693.2015.1114190 | DOI 10.1080/09500693.2015.1114190
[30] Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297–313. https://doi.org/10.2307/1170184 | DOI 10.3102/00346543059003297
[31] Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. Elementary School Journal, 106(2), 105–130. https://doi.org/ | DOI 10.1086/499194" target="_blank">https://doi.org/
[32] Hughes, J. N., Gleason, K. A., & Zhang, D. A. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 303–320. https://doi.org/10.1016/j.jsp.2005.07.001 | DOI 10.1016/j.jsp.2005.07.001
[33] Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
[34] Jackson, M., Jonsson, J. O., & Rudolphi, F. (2012). Ethnic inequality in choice-driven education systems: A longitudinal study of performance and choice in England and Sweden. Sociology of Education, 85(2), 158–178. https://doi.org/10.1177/0038040711427311 | DOI 10.1177/0038040711427311
[35] Jacobs, D., Rea, A., & Teney, C. (2009). De sociale lift blijft steken. De prestaties van allochtone leerlingen in de Vlaamse Gemeenschap en de Franse Gemeenschap [The social lift stops working. The performance of immigrant students in the Flemish community and the French community]. Koning Boudewijnstichting.
[36] Janssen, R., Van Nijlen, D., De Mulder, L., & Ameel, E. (2017). Validering van IDP en de OVSGtoets: Eindrapport [Validation of IDP and the OVSG-test: Final report]. Steunpunt Toetsontwikkeling en Peilingsonderzoek.
[37] Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy. Journal of Personality and Social Psychology, 57(3), 469–480. https://doi.org/10.1037/0022-3514.57.3.469 | DOI 10.1037/0022-3514.57.3.469
[38] Jussim, L. (1991). Social perception and social reality: A reflection-construction model. Psychological Review, 98(1), 54–73. https://doi.org/10.1037/0033-295x.98.1.54 | DOI 10.1037/0033-295X.98.1.54
[39] Jussim, L. (2017). Precis of social perception and social reality: Why accuracy dominates bias and self-fulfilling prophecy. Behavioral and Brain Sciences, 40(1), 1–65. https://doi.org/10.1017/s0140525x1500062x | DOI 10.1017/S0140525X1500062X
[40] Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155. https://doi.org/10.1207/s15327957pspr0902_3 | DOI 10.1207/s15327957pspr0902_3
[41] Kaiser, J., Südkamp, A., & Möller, J. (2017). The effects of student characteristics on teachers' judgment accuracy: Disentangling ethnicity, minority status, and achievement. Journal of Educational Psychology, 109(6), 871–888. https://doi.org/10.1037/edu0000156 | DOI 10.1037/edu0000156
[42] Kelly, S., & Carbonaro, W. (2012). Curriculum tracking and teacher expectations: Evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271–294. DOI 10.1007/s11218-012-9182-6 |
[43] Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518/001872008x288385 | DOI 10.1518/001872008X288385
[44] Kornblau, B. (1982). The Teachable Pupil Survey: A technique for assessing teachers' perceptions of pupil attributes. Psychology in the Schools, 19(2), 170–174. https://doi.org/10.1002/1520-6807(198204)19:2<170::aid-pits2310190206>3.0.co;2-p | DOI 10.1002/1520-6807(198204)19:2<170::AID-PITS2310190206>3.0.CO;2-P
[45] LeTendre, G. K., Hofer, B. K. L., & Shimizu, H. (2003). What is tracking? Cultural expectations in the United States, Germany, and Japan. American Educational Research Journal, 40(1), 43–89. https://doi.org/10.3102/00028312040001043 | DOI 10.3102/00028312040001043
[46] Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76. https://doi.org/10.1080/0013188990410106 | DOI 10.1080/0013188990410106
[47] Ma, X., Shen, J. P., Krenn, H. Y., Hu, S. S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1 | DOI 10.1007/s10648-015-9351-1
[48] Machts, N., Kaiser, J., Schmidt, F. T. C., & Möller, J. (2016). Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis. Educational Research Review, 19, 85–103. https://doi.org/10.1016/j.edurev.2016.06.003 | DOI 10.1016/j.edurev.2016.06.003
[49] Mechtenberg, L. (2009). Cheap talk in the classroom: How biased grading at school explains gender differences in achievements, career choices and wages. Review of Economic Studies, 76(4), 1431–1459. https://doi.org/10.1111/j.1467-937X.2009.00551.x | DOI 10.1111/j.1467-937X.2009.00551.x
[50] Nurnberger, M., Nerb, J., Schmitz, F., Keller, J., & Sutterlin, S. (2016). Implicit gender stereotypes and essentialist beliefs predict preservice teachers' tracking recommendations. Journal of Experimental Education, 84(1), 152–174. https://doi.org/10.1080/00220973.2015.1027807 | DOI 10.1080/00220973.2015.1027807
[51] OECD (2006), Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003, PISA, OECD Publishing. https://doi.org/10.1787/9789264023611-en | DOI 10.1787/9789264023611-en
[52] Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2 | DOI 10.1007/s10648-015-9350-2
[53] Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17(2), 87–97. https://doi.org/10.1027//1015-5759.17.2.87 | DOI 10.1027//1015-5759.17.2.87
[54] Penninckx, M., Vanhoof, J., & Van Petegem, P. (2011). Beleid in het Vlaamse Onderwijs. Beleid en praktijk van leerling tot overheid [Evaluation in the Flemish education. Policy and practice of student to government].Garant.
[55] Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers' perceptions of young children's cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335–360. https://doi.org/10.3102/0002831210374874 | DOI 10.3102/0002831210374874
[56] Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers' attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35(2), 303–333. https://doi.org/10.14288/1.0055749 | DOI 10.14288/1.0055749
[57] Rosenthal, R. (1973). The mediation of Pygmalion effects: A four factor "theory". Papaua New Guinea Journal of Education, 9, 1–12.
[58] Rosenthal, R. (2002). The Pygmalion effect and its mediating mechanisms. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 25–36). California: Academic Press.
[59] Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations and student intellectual development. Holt.
[60] Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429–444. https://doi.org/10.1348/000709905x53589 | DOI 10.1348/000709905X53589
[61] Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. https://doi.org/ | DOI 10.1348/000709909x466334" target="_blank">https://doi.org/
[62] Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627 | DOI 10.1037/a0027627
[63] Tabachnick, B. G., & Fidell, L. S. (2014). Pearson new international edition. Using multivariate statistics (6th ed.). Pearson Education Limited.
[64] Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. https://doi.org/10.1037/0022-0663.99.2.253 | DOI 10.1037/0022-0663.99.2.253
[65] Timmermans, A. C., de Boer, H., & van der Werf, M. P. C. (2016). An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes. Social Psychology of Education, 19(2), 217–240. https://doi.org/10.1007/s11218-015-9326-6 | DOI 10.1007/s11218-015-9326-6
[66] Timmermans, A. C., Kuyper, H., & van der Werf, G. (2015). Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology, 85(4), 459–478. https://doi.org/10.1111/bjep.12087 | DOI 10.1111/bjep.12087
[67] Timmermans, C., Hermans, P., & Hoornaert, J. (2002). Allochtone jongeren in het onderwijs. Een multidisciplinair perspectief [Immigrant youth in education: A multidisciplinary perspective]. Garant.
[68] Tobisch, A., & Dresel, M. (2017). Negatively or positively biased? Dependencies of teachers' judgments and expectations based on students' ethnic and social backgrounds. Social Psychology of Education, 20(4), 731–752. https://doi.org/10.1007/s11218-017-9392-z | DOI 10.1007/s11218-017-9392-z
[69] Topping, K. J. (2003). Self and peer assessment in school and university: reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: in search of qualities and standards (Vol. 1, pp. 55–87). Springer.
[70] Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems: A comparative perspective. Annual review of sociology, 36, 407–428. DOI 10.1146/annurev.soc.012809.102538 |
[71] Van Houtte, M., & Demanet, J. (2016). Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education, 54, 117–127. https://doi.org/10.1016/j.tate.2015.12.003 | DOI 10.1016/j.tate.2015.12.003
[72] Van Maele, D., & Van Houtte, M. (2011). Collegial trust and the organizational context of the teacher workplace: The role of a homogeneous teachability culture. American Journal of Education, 117(4), 437–464. https://doi.org/10.1086/660754 | DOI 10.1086/660754
[73] Vanlommel, K. (2018). Opening the black box of teacher judgement : The interplay of rational and intuitive processes. University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences.
[74] Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers' decisionmaking: Data based or intuition driven? International Journal of Educational Research, 83, 75–83. https://doi.org/10.1016/j.ijer.2017.02.013 | DOI 10.1016/j.ijer.2017.02.013
[75] Vervaet, R., D'Hondt, F., Van Houtte, M., & Stevens, P. A. J. (2016). The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability. Cultural Diversity & Ethnic Minority Psychology, 22(4), 552–562. https://doi.org/10.1037/cdp0000085 | DOI 10.1037/cdp0000085