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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Otranto Road Library
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McClellanville Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Student-Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
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- Author(s): Banerjee, Neena
- Language:
English- Source:
Education and Urban Society. Mar 2019 51(3):395-422.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 28
- Education Level: Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education - Subject Terms: Teacher Student Relationship; Reading Instruction; Ethnic Groups; School Districts; Student Placement; Correlation; Reading Ability; Kindergarten; Grade 1; Elementary School Students; Elementary School Teachers; Hispanic American Students; Teacher Attitudes; Student Behavior; Cultural Awareness; Cognitive Style; Teacher Characteristics; Minority Group Teachers
- Accession Number: 10.1177/0013124517721948
- ISSN: 0013-1245
- Abstract: This article investigates the relationship between student-teacher ethno-racial matching and students' placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers' perception of students' learning behavior, a variable that has been linked to teacher-student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts.
- Abstract: As Provided
- Number of References: 71
- Publication Date: 2019
- Accession Number: EJ1204312
- Availability:
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