References of "European Journal of Psychology of Education [=EJPE]"
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See detailAre school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory.
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL

in European Journal of Psychology of Education [=EJPE] (2015), 30(2), 169-188

Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to ... [more ▼]

Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application. [less ▲]

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See detailPhonological awareness in kindergarten: a field study in Luxembourgish schools
Bodé, Sylvie UL; Content, Alain

in European Journal of Psychology of Education [=EJPE] (2011), 26(1), 109-128

The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific context of the Luxembourgish educational system. The intervention was run by ... [more ▼]

The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific context of the Luxembourgish educational system. The intervention was run by the kindergarten teachers in their classes with minimal external supervision. Forty-one classes of the area around Luxembourg City participated in the study. One hundred and fifty children from 20 kindergarten classes were part of the training group and 157 children from 21 classes formed the control group. At the end of kindergarten, clear training effects were observed for all phonological awareness tasks, except for the highly demanding phoneme deletion task. After 6 months of reading and writing instruction in first grade, no training effects were found in a pseudoword spelling task for the entire training group. Only at-risk children, which had the lowest performance on preschool phonological awareness measures, showed significant training effects. We conclude that early phonological awareness training may be profitably incorporated in kindergarten classroom activities, particularly for at-risk pupils, even when the language characteristics and teaching methods already concur in facilitating the understanding of the alphabetic principle. [less ▲]

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See detailSituated trajectories of learning in vocational training interactions.
de Saint-Georges, Ingrid UL; Filliettaz, Laurent

in European Journal of Psychology of Education [=EJPE] (2008), XXIII(2), 213-233

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