Search results for: Bias
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Mandated to Learn, Guided to Reflect: Pre-Service Teachers’ Evolving Understanding of English Language Learners
The purpose of this study was to investigate pre-service teachers’ beliefs about and understanding of English Language Learners (ELLs). This study shows that, within one course, when given the opportunity to do so, students moved beyond narrow ideas and deficit thinking about ELLs. At the beginning of the semester, the students were quick to define the term English language learner. However, at the end of the course, students recognized their limited thinking and were able to expand the way they define the term English language learner. As students expanded their ideas about language learners, it became increasingly more difficult for them to write a definition that was sufficiently broad and specific at the same time. Students began to question the notion of a one-size-fits-all ELL label.
Updated: Nov. 26, 2014
The purpose of this study was twofold. First, this study examined the effect of exceptionality labels during a structured direct observation. Second, this study attempted to determine if label bias was evident in preservice teachers and if teacher gender affected the bias. A total of 122 preservice teacher educators participated in the study. Results of this study suggest that observational biases exist with preservice educators.
Updated: Sep. 04, 2011
The article discusses the use dispositions as a basis for evaluating teacher candidates and warns against open-ended interpretation that may suit the subjective biases of the evaluator. The author also encourages the use of a definition of disposition from behavioral sciences, so that standards for teacher assessments can be developed.
Updated: Jan. 02, 2008