The Role of Teachers in Students’ Social Inclusion in the Classroom

in Frontiers in Education (in press)

Increasing the diversity of the teacher workforce: Socio-political challenges to reducing inequalities in access to teacher education programs.

in Frontiers in Education (2021), 6

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio ... [more ▼]

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio-economic characteristics. However, this diversity is only to a limited extent reflected in the teacher population, even though teachers from different backgrounds can bring specific intercultural competencies, have more positive attitudes toward multicultural heterogeneity and act as role models. To facilitate the diversification of the teaching profession, it is imperative that the cohorts of students entering teacher education programs represent the diversity of societies, however studies have shown students with migration background or from families with lower socio-economic status are underrepresented in such programs. This study considered the demographic constellation of applicants for admission into the teacher education program in Luxembourg (2015-2019) and investigated to what extent the admission process (dis)advantages certain groups. Results revealed that although applications come from diverse backgrounds, proficiency in the country´s native languages poses a disadvantage for students with migration background. In addition, applicants coming from more privileged families stand a better chance of being admitted. Results are interpreted within the framework of social mobility and social reproduction. Implications for the admission to the teachers education program are discussed. [less ▲]

Differences Between Students’ and Teachers' Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers' Assessment Practices

in Frontiers in Education (2020), 5(17),

The ability to assess learning outcomes is vital to effective teaching. Without understanding what students have learned, it is impossible to tailor information, tasks or feedback adequately to their ... [more ▼]

The ability to assess learning outcomes is vital to effective teaching. Without understanding what students have learned, it is impossible to tailor information, tasks or feedback adequately to their individual needs. Thus, assessment literacy has been increasingly recognized as a core teacher competency in educational research, with many empirical studies investigating teachers’ abilities, knowledge and subjective views in relation to classroom assessment. In contrast, relatively few studies have focused on students’ perspectives of assessment. This is surprising, since gathering students’ feedback on their teachers’ assessment practices seems a logical step toward improving those practices. To help fill this gap, we present an explorative study using the recently developed Fairness Barometer as a tool to help identify specific strengths and weaknesses in individual teachers’ assessment methods. Viewing assessment through the lens of classroom justice theory, the Fairness Barometer asks students and teachers to rate aspects of procedural and informational justice in their own (teachers’) assessment practices. We examined the resulting fairness discrepancy profiles for 10 Austrian secondary school classes (177 students). Results showed wide variation in profile pattern, evidence that both students and teachers can differentiate between different aspects of assessment fairness. Further exploration of the resulting discrepancy-profiles revealed certain problem types, with some teachers differing from their students’ perception in almost every rated aspect, some showing specific assessment-related behaviors that require improvement (e.g., explaining grading criteria of oral exams), and others demonstrating almost identical responses as their students to the addressed fairness aspects. Results clearly indicate the potential of the Fairness Barometer to be used for teacher training and teacher self-development within the domain of teacher assessment literacy. [less ▲]