美国科学教师的种族和语言意识形态和形成性评估实践:预先注册的概念复制和扩展
Quentin C Sedlacek1, Nickolaus Ortiz2, Catherine Lemmi3
1Department of Teaching & Learning, Annette Caldwell Simmons School of Education & Human Development, Southern Methodist University, Dallas, Texas, United States of America.
PloS one
|July 17, 2025
概括
种族和语言意识形态相互联系,影响教师对学生科学写作的反. 一项研究证实了美国科学教师的这些关联,强调了种族对教育实践的影响.
科学领域:
- 科学教育科学教育教育.
- 社会心理学 社会心理学
- 社会学 社会学 社会学
- 语言人类学语言人类学.
背景情况:
- 研究表明,语言意识形态和种族意识形态之间存在着强烈的联系.
- 很少有研究能够量化地测量这些关联及其对行为的影响.
- 之前的研究发现了种族意识形态,语言意识形态和教师对学生科学写作的反之间的相关性.
研究的目的:
- 进行预先注册的概念复制和扩展先前的发现.
- 为了检查种族意识形态,语言意识形态和教师反在美国科学教师更大的样本之间的关联.
- 探索该领域先前研究的可复制性和通用性.
主要方法:
- 进行了一项预先注册的概念复制和扩展研究.
- 这项研究涉及一个更大的样本,包括来自42个州的387名美国现任科学教师.
- 收集数据以测量种族意识形态,语言意识形态和与语言相关的行为.
主要成果:
- 除了一项外,前一项研究的所有发现都成功复制了.
- 在种族意识形态和语言意识形态之间发现了实质性的相关性.
- 这些语言意识形态也与教师对学生的科学写作所提供的书面反相关.
结论:
- 这项研究证实了美国科学教师中种族和语言意识形态之间的重要联系.
- 研究结果强调了在理解语言意识形态和它们对教育反的影响方面考虑种族意识形态的重要性.
- 结果对科学教育,教师培训和相关社会科学领域的研究产生影响.
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