Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate that tracking is associated with educational inequalities. To determine if inequalities in tracking may be due to teacher recommendations being biased against students from disadvantaged socio-economic and/or ethnic backgrounds, we conducted a systematic review of 26 recent articles on tracking recommendations and students’ socio-economic or ethnic background. We find that teacher recommendations are biased against students from disadvantaged socio-economic backgrounds, yet evidence with respect to ethnic biases is more mixed. We also conducted an integrative review to examine which factors may account for social and ethnic inequalities in teacher tracking recommendations. We conclude that students’, parents’ and teachers’ attitudes and behaviours play a role in tracking recommendations but cannot fully account for the inequality in these recommendations. We discuss promising areas for future study, and argue that research may want to focus on finding institutional moderators in order to combat biases in educational institutions.

Kesalahan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika Tipe Pisa

This study aimed to determine student errors and the factors that caused students to make mistakes in solving PISA-type math problems. Error analysis was carried out based on Newman's analysis through tests and interviews. This research was conducted in one of the junior high schools in the Province of the Bangka Belitung Islands, involving 26 students. Subjects were selected based on a purposive sampling technique with three considerations: academic ability, teacher recommendations, and student willingness. This study used the descriptive qualitative method. The PISA math test questions tested consisted of change and relationship, space and shape, quantity and uncertainty, and data content. The results showed that reading errors were 40.21%, comprehension errors were 41.86%, transformation errors were 87.29%, process skill error is 90.26%, and the answer writing error is 88.46%. While uncertain and data is the content with the most significant error percentage, which is 82.31%. In general, errors were caused by students who cannot relate PISA questions to the material they usually study, and students were not accustomed to working on PISA questions.

Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income

Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.

Decision Support System for Exemplary Teacher Selection in Elementary School using Topsis Method

Teacher is one of the most important components owned by school in sustaining life. It is a challenge for the management of educational institutions to be able to provide an appropriate, effective and efficient decision in data management in the competitive business world. It spurs schools to strive harder in improving the quality of the school. Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) is a method that has a concept where the best selected alternative not only has the shortest distance from a ideal positive solution. But also has the longest distance from a ideal negative solution. The criteria used in this system vary, according to the selection of the best teachers provided by the institution. The applicant's score data that has been entered into the system will be calculated using TOPSIS method, by finding the farthest and closest distance from the positive and ideal negative solutions. Applicants with the highest v score will occupy the top of this system. Based on the results of the sample case selection shows that the results of calculations using the same system with manual calculations. This system is able to provide the best teacher recommendations.

Inclusion for All? An Exploration of Teacher’s Reflections on Inclusion in Two Elementary Schools

Teachers face numerous challenges. Pressure exists to meet Common Core Standards and increase state test scores while operating on shoestring budgets. In addition, public schools have seen an increase in students with disabilities—individuals with unique academic and social needs. Due to the Education for all Handicapped Children Act of 1975, inclusion in general education classrooms is the right of children with disabilities. Disability advocates applaud this act for ensuring equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack proper training, children with special needs may not experience equity, ultimately weakening the intent of inclusive practices. The current study stems from a commissioned needs assessment that explored how teachers at two elementary schools in Northeast Ohio define inclusion, current training related to students with disabilities, and teacher recommendations for training/resources to teach students with special needs effectively. The article ends with policy and future research recommendations.

Strategi Promosi Perekrutan Siswa Di SMK Bisnis Dan Teknologi Terhadap Minat Siswa Untuk Mendaftar

This research concerns students' interest in deciding to enroll in Business and Technology Vocational Schools in terms of factors that influence students from information obtained through promotional media used by Vocational Business and Technology namely Banners, Brochures, Presentations, Friend Recommendations, Parent Choices , Own Choices, Teacher Recommendations and Others. The purpose of this research is to determine what strategies must be done by the Vocational Business and Technology through the promotional media used. The results of the 60 respondents showed that from eight sources of information about the Business and Technology Vocational Schools obtained by these students, the Brochure ranked first, followed by Parent Choices and then Friend Recommendations. The research method used is a survey using a questionnaire. The data obtained is then analyzed and presented in the form of tabulations.

Instructional Technology Courses in Teacher Education

This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

SISTEM PENDAFTARAN BIMBINGAN BELAJAR MENGGUNAKAN METODE PROFILE MATCHING

One form of education that we can get is learning guidance. In conducting learning guidance required process of meeting between teachers and students. Learning guidance enrollment system using profile matching method is a system that can be a media for students with teachers. Profile matching is a method of decision-making system that uses variable data comparison in the form of criteria owned between a part. This system is used to provide teacher recommendations to learners by using a comparison of data in the form of criteria, among others, origin address, address in Malang, hobbies, education history and experience. The Gap value obtained from the criteria data calculated on the Core Factor and Secondary Factor will then be performed N as the total value of the assessment aspect. With variable data comparison on every aspect of the ordering system guidance of learning can provide recommendations to teachers to learners who possess the level of matching data based on the calculations that have been done.

Giving the Spoon Back: Higher Teacher Expectations of Achievement for Students Who Are Deaf

This single case study examined a Deaf teacher’s behaviors and beliefs that reflect her expectations of her deaf students. Primary modes of communication used were American Sign Language and written English. Data were collected via videotaped observations and interviews. Analysis was done by coding utterances of the participants using a deductive framework and using an inductive approach to find patterns among the coded utterances. Teacher behavior and student reactions revealed high expectations for student achievement. The overarching factor that reflected teacher expectations was the positive classroom climate established by the teacher. Recommendations for further research to examine teacher expectations with other settings and participants are included.