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Catalogue Information
Field name	Details
Nuova numerazione	75811
Collocazione	UPS BIBL CENTR 39-C-765
Autore	RUBIE-DAVIES, C.M.
Titolo	Relations between teachers' achievement, over- and underestimation, and students' beliefs for Māori and Pākehā students. Parte componente di periodico.
Descrizione fisica	pp.72-83.
Nota generale	Estratto da: Contemporary Educational Psychology 2016, 47.
Riassunto	In the New Zealand context, the indigenous Māori group achieve below their Pākehā (European) peers in most academic subjects. The gap begins early in elementary school and is evident throughout schooling. Historically, this has been of concern to researchers, educators, and policy makers because Māori are disadvantaged socially and economically. Teacher expectations are known to contribute to student achievement and, similarly, some student beliefs have been associated with achievement. The current study explored student beliefs and teacher expectations in relation to Māori (n = 127) and Pākehā (n = 523) middle school students, aged 10–14 years. Teachers were more likely to underestimate Māori and overestimate Pākehā students although this difference disappeared when school socioeconomic status was controlled. Māori students more strongly endorsed performance goals than Pākehā. Greater achievement gains over one year were found in schools in high socioeconomic areas. For Māori students, beginning-of-year achievement, school socioeconomic status, holding a performance orientation, and having low levels of peer support predicted their gains whereas for Pākehā students, only prior achievement, school socioeconomic status and being male were associated with higher end-of-year achievement. The findings are discussed in relation to the implications for Māori and Pākehā students and their schooling. The inclusion of a culturally-based intervention which focuses on improving student–teacher relationships, raising teacher efficacy for teaching Māori, and including culturally appropriate teaching methods is recommended, particularly for teachers teaching in low socioeconomic schools. Such interventions may help to increase Māori achievement and decrease the ethnic achievement gap.
Tipo di documento	RICERCA.
Soggetto	DOCENTI.
	EDUCAZIONE.
	STUDENTI.
	ASPETTATIVE.
	COMPETENZE.
	ATTITUDINI.
	NUOVA ZELANDA.
Ambito	Psicologico
Autore Secondario	PETERSON, E.R.
Titolo correlato	Contemporary Educational Psychology 2016, 47.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-05035-001&lang=it&site=ehost-live

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Relations between teachers' achievement, over- and underestimation, and students' beliefs for Māori and Pākehā students.