Reference : Accountability as a moderator of teachers' tracking decisions: Two experimental studies
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/8178
Accountability as a moderator of teachers' tracking decisions: Two experimental studies
English
Glock, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Klapproth, Florian mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Böhmer, Matthias mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
2012
Ireland International Conference on Education - IIEC 2012 proceedings
Shoniregun, C. A.
Akmayeva, G. A.
Infonomics Society
238-243
Yes
International
978-1-908320-063
Basildon
UK
Ireland International Conference on Education
2012
[en] In some European countries, teachers select
students for entry into different secondary school types
on the basis of students’ achievement level. In
Luxembourg, teachers join a council to select students.
PISA provided evidence that students with immigration
background and/or low socioeconomic status are
underrepresented in the highest school track. The
question arises whether teachers’ tracking decisions
are biased towards non-performance-related cues.
Dual process theories of judgment suggest
accountability to be a moderator of judgment
accuracy. Judgments of highly accountable teachers
should be less biased through non-performance-related
cues than those of teachers with low accountability. In
groups, diffusion of responsibility may occur, thereby
reducing accountability of the individual members. We
designed two experiments to investigate whether
teachers’ tracking decisions differ given different levels
of accountability. In both studies, teachers in the high
accountability condition did not rely on nonperformance-
related cues. Increasing accountability
for teachers’ decisions could reduce disadvantages of
immigration and low SES students.
http://hdl.handle.net/10993/8178

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