دورية أكاديمية
Learning Skills, System Equity, and Implicit Bias within Ontario, Canada
| العنوان: | Learning Skills, System Equity, and Implicit Bias within Ontario, Canada |
|---|---|
| اللغة: | English |
| المؤلفون: | Parekh, Gillian (ORCID |
| المصدر: | Educational Policy. May 2021 35(3):395-421. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Study Habits, Student Evaluation, Student Characteristics, Teacher Attitudes, Equal Education, Institutional Characteristics, Elementary Secondary Education, Academic Achievement, Regression (Statistics), Test Bias |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1177/0895904818813303 |
| تدمد: | 0895-9048 |
| مستخلص: | The reporting of students' Learning Skills on the Ontario provincial report card provides educators and families with insight into students' work habits. However, the evaluation process is highly subjective. This study explores teachers' perceptions around student learning across demographic and institutional factors. This exploratory study is the first of its kind in Canada and draws data from the Toronto District School Board (TDSB), the nation's largest public board of education, serving approximately 246,000 students (2017-2018 data). Holding achievement as an independent variable, results indicate widespread differences in teachers' perceptions across student demographic identities and reveals significant implications on postsecondary access. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1291010 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0895-9048 |
|---|---|
| DOI: | 10.1177/0895904818813303 |