幼儿园教师为工人阶级的学生提供较少的参与机会,
Lewis Doyle1,2, Andrei Cimpian3, Louise Goupil4
1Centre de Recherches sur la Cognition et l'Apprentissage, Université de Poitiers, CNRS, Poitiers 86073, France.
概括
教师们
科学领域:
- 教育心理学
- 教育社会学
- 幼儿教育
背景情况:
- 在早期教育中,社会阶级差异很明显.
- 现有研究指出社会化和资源,但教师实践仍未得到充分探索.
- 了解教师如何影响早期教育不平等至关重要.
研究的目的:
- 调查学前教师的做法是否加剧了社会阶级的不平等.
- 分析学生在课堂讨论中的参与和教师的反应.
- 确定课堂背景是否影响学生贡献的接受.
主要方法:
- 在63个学前班级进行全班观察 (N=226名学生,10名教师).
- 编码了7941个学生参与的尝试和教师的回应.
- 混合效应贝叶斯逻辑回归来分析参与接受.
主要成果:
- 工人阶级学生的参与尝试不太可能被接受.
- 即使学生的语言技能被认为是相似的,这种差异仍然存在.
- 无论是遵守规则 (举手) 还是违反规则 (呼吁) 的参与都受到影响.
结论:
- 幼儿园教师的做法可能会无意中扩大社会阶级差距.
- 早期的学校教育可能会加剧,而不是减少教育不平等.
- 进一步的研究应该探索减轻这些基于阶级的差异的干预措施.
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