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Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory:

Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment... We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential achievements in vocabulary development and reading comprehension. A multivariate application of SJT revealed that the novice teachers studied held generally accurate expectation policies with respect to the ecology, but showed large individual differences in the importance they placed on various cues. Subsequent cluster analysis of the expectation policies revealed several different types of policy weighting schemes. We draw implications of the general application of SJT for the study of informal classroom policies, and we point to the next step—the provision of policy feedback to teachers for the purposes of heightening awareness and improving policy accuracy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory:

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References (47)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312023001041
Publisher site
See Article on Publisher Site

Abstract

We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential achievements in vocabulary development and reading comprehension. A multivariate application of SJT revealed that the novice teachers studied held generally accurate expectation policies with respect to the ecology, but showed large individual differences in the importance they placed on various cues. Subsequent cluster analysis of the expectation policies revealed several different types of policy weighting schemes. We draw implications of the general application of SJT for the study of informal classroom policies, and we point to the next step—the provision of policy feedback to teachers for the purposes of heightening awareness and improving policy accuracy.

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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