dc.contributor.author |
İnan-Kaya, Gamze |
|
dc.contributor.author |
Rubie-Davies, Christine M |
|
dc.date.accessioned |
2022-06-14T01:09:20Z |
|
dc.date.available |
2022-06-14T01:09:20Z |
|
dc.date.issued |
2022-04-01 |
|
dc.identifier.citation |
(2022). Learning and Instruction, 78, 101516-. |
|
dc.identifier.issn |
0959-4752 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/59835 |
|
dc.description.abstract |
In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same. |
|
dc.language |
en |
|
dc.publisher |
Elsevier BV |
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dc.relation.ispartofseries |
Learning and Instruction |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.subject |
1302 Curriculum and Pedagogy |
|
dc.subject |
1303 Specialist Studies in Education |
|
dc.subject |
1701 Psychology |
|
dc.title |
Teacher classroom interactions and behaviours: Indications of bias |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1016/j.learninstruc.2021.101516 |
|
pubs.begin-page |
101516 |
|
pubs.volume |
78 |
|
dc.date.updated |
2022-05-22T20:40:29Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.publication-status |
Published |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Journal Article |
|
pubs.elements-id |
859188 |
|
pubs.org-id |
Education and Social Work |
|
pubs.org-id |
Learning Development and Professional Practice |
|
pubs.number |
101516 |
|
pubs.record-created-at-source-date |
2022-05-23 |
|