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Perceptions of Middle School Teacher...

Ryder, Michael,

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Perceptions of Middle School Teachers: Expectations of Students' Academic Potential Based on Their Mathematics Ability /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Middle School Teachers: Expectations of Students' Academic Potential Based on Their Mathematics Ability // Michael Ryder.
作者:	Ryder, Michael,
面頁冊數:	1 electronic resource (185 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
Contained By:	Dissertations Abstracts International86-08A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31842258
ISBN:	9798304994842

Perceptions of Middle School Teachers: Expectations of Students' Academic Potential Based on Their Mathematics Ability /
Ryder, Michael,

Perceptions of Middle School Teachers: Expectations of Students' Academic Potential Based on Their Mathematics Ability /Michael Ryder. - 1 electronic resource (185 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: A.

This study investigates middle school teachers' perceptions of students' academic potential based on their mathematical ability and examines how these perceptions influence instructional practices across other academic subjects. The research explores whether ability grouping in mathematics affects teachers' expectations in unrelated domains, such as language arts, science, and social studies. Drawing on theories of teacher expectations, tracking, and the self-fulfilling prophecy, the study assesses how such perceptions contribute to broader academic outcomes and student self-concept. Data were collected via a Microsoft Forms survey distributed to middle school teachers in northern New Jersey districts with student populations under 1,200. The survey, adapted from validated instruments, examined demographic factors, classroom practices, and teacher reflections on differentiation for perceived high- and average-achieving students. A quantitative analysis identified patterns in instructional differentiation, while open-ended responses provided insights into teachers' cognitive biases and expectations. The findings reveal that teacher perceptions of mathematical ability often spill over into other academic domains, potentially shaping broader academic identities. This spill over effect underscores the importance of addressing biases in tracking practices and adopting individualized instruction to foster equitable opportunities for all students. By highlighting the nuanced interplay between teacher expectations, ability grouping, and student outcomes, this research contributes to the ongoing dialogue on educational equity and informs strategies for improving pedagogical practices in middle schools.

English

ISBN: 9798304994842Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Mathematical ability

Perceptions of Middle School Teachers: Expectations of Students' Academic Potential Based on Their Mathematics Ability /
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520 $a This study investigates middle school teachers' perceptions of students' academic potential based on their mathematical ability and examines how these perceptions influence instructional practices across other academic subjects. The research explores whether ability grouping in mathematics affects teachers' expectations in unrelated domains, such as language arts, science, and social studies. Drawing on theories of teacher expectations, tracking, and the self-fulfilling prophecy, the study assesses how such perceptions contribute to broader academic outcomes and student self-concept. Data were collected via a Microsoft Forms survey distributed to middle school teachers in northern New Jersey districts with student populations under 1,200. The survey, adapted from validated instruments, examined demographic factors, classroom practices, and teacher reflections on differentiation for perceived high- and average-achieving students. A quantitative analysis identified patterns in instructional differentiation, while open-ended responses provided insights into teachers' cognitive biases and expectations. The findings reveal that teacher perceptions of mathematical ability often spill over into other academic domains, potentially shaping broader academic identities. This spill over effect underscores the importance of addressing biases in tracking practices and adopting individualized instruction to foster equitable opportunities for all students. By highlighting the nuanced interplay between teacher expectations, ability grouping, and student outcomes, this research contributes to the ongoing dialogue on educational equity and informs strategies for improving pedagogical practices in middle schools.
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590 $a School code: 1976
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a Educational evaluation. $3 526425
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653 $a Teacher expectations
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690 $a 0458
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710 2 $a Centenary University. $b Educational Leadership. $e degree granting institution. $3 3819736
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790 $a 1976
791 $a Ed.D.Ed.Lead.
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