Made available in DSpace on 2017-07-21T14:53:53Z (GMT). No. of bitstreams: 1 Deleon Betim.pdf: 1408122 bytes, checksum: 3bec186eb2a7bb7d227f011d28247974 (MD5) Previous issue date: 2016-04-01 / This study aims to investigate if teachers from a language school in the city of Carambeí – PR, notably a multilingual e multicultural place, have propagated hegemonic discourses about English or if, on the other hand, they have problematized them. By hegemonic discourses, we mean the speeches that have been constantly repeated, often, these speeches are presented at relevant places in society, which allow for the goals to be achieved inside their effects and reproduction (PINTO, 2014). Thus, we related our goal to the issues of language politics and language teaching (CORREA, 2014; RAJAGOPALAN, 2014), as we understand that this issue engenders attitudes and behaviors of teachers in the classroom. Thus, we conducted individual interviews with six teachers from the school and a meeting of discussion with three of those interviewed teachers. In the interviews we discussed various topics, not only issues relating to language politics, but also the experiences of participants in teaching and learning languages, and questions about forms of education that intend to be critical. At the meeting, the text written by Kramsch (2012) was the starting point of discussions whose themes were also diverse, especially in the interests of English language teaching and learning. Therefore, we emphasize that our methodology is qualitative, with ethnographic aspects and action research (LÜDKE; ANDRÉ, 1986; TELLES, 2002; TRIPP, 2005). From this view, we can also point out that we are located within the Applied Linguistics. (MOITA LOPES, 2008; PENNYCOOK, 2006). The theoretical apparatus that contributed to this research consisted of (CALVET, 2007; RAJAGOPALAN, 2011; 2013; JORDÃO, 2014, LEFFA, 2011, SIQUEIRA, 2008, LIMA, 2009, et al) to name a few, which brought contributions in different aspects and themes in the issues of language and more specifically the teaching of English. The results indicate that the survey participants have lines that suggest English teaching for a bias usually innovative, but with many caveats and / or inconsistencies, which as a rule, focus on traditional positions within that school. Therefore, we conclude that there are many nebulae issues within the English teaching in the researched context, and by extension, in other teaching-learning contexts, especially about the speeches that we repeat, often in situations of uncertainty. Thus, these discourses fill the doubts about the uncertain and reiterate what is already established. Finally, we hope to have contributed to the foreign language teaching issues, mainly, when we show its relations with cultural issues, whether they are individual and subjective, whether collective, which often are overlooked. / Este trabalho objetiva investigar se professores de uma escola de idiomas situada na cidade de Carambeí – PR, lugar notadamente multicultural e multilíngue, reproduzem discursos hegemônicos sobre a língua inglesa ou se por outro lado os problematizam. Por discursos hegemônicos nos referimos às falas que apresentam a característica de serem constantemente repetidas, muitas vezes, falas ditas em espaços legitimados na sociedade, o que lhes garante o controle dos seus efeitos e da sua reprodução (PINTO, 2014). Assim, relacionamos tal objetivo com as questões sobre política linguística e o ensino de língua (CORREA, 2014; RAJAGOPALAN, 2014), pois entendemos que estes temas engendram as atitudes e os comportamentos de professores em sala de aula. Desse modo, realizamos entrevistas individuais com seis professores do espaço já mencionado e um encontro de discussão com três desses professores entrevistados. Nas entrevistas abordamos temas diversos, desde assuntos relativos à política linguística, assim como as experiências dos participantes em ensino e aprendizagem de línguas, até questões sobre formas de ensino que se pretendem críticas. No encontro, o texto de Kramsch (2012) foi o ponto de partida das discussões cujas temáticas também foram diversas, sobretudo, dentro dos interesses em ensino e aprendizagem de língua inglesa. Ressaltamos, portanto, que nossa metodologia é qualitativa, com aspectos etnográficos e de pesquisa-ação (LÜDKE; ANDRÉ, 1986; TELLES, 2002; TRIPP, 2005). Por esse viés, podemos salientar também que nos localizamos dentro da Linguística Aplicada (MOITA LOPES, 2008; PENNYCOOK, 2006). O aparato teórico que contribuiu para esta pesquisa foi composto por Calvet (2007); Rajagopalan (2011; 2013); Jordão (2014); Leffa (2011); Siqueira (2008); Lima (2009), apenas para citar alguns, os quais trouxeram contribuições em diferentes aspectos e temáticas dentro das questões de línguas e, mais especificamente, o ensino de língua inglesa. Os resultados obtidos indicam que os participantes da pesquisa apresentam falas que sugerem o ensino de inglês por um viés quase sempre inovador, mas com muitas ressalvas e/ou contradições que, via de regra, incidem em posicionamentos tradicionais dentro desse ensino. Concluímos, portanto, que há muitas questões nebulosas dentro do ensino de inglês dentro do contexto pesquisado e, por extensão, nos demais contextos de ensino-aprendizagem, sobretudo no que refere aos discursos que repetimos, comumente, em situações de incerteza. Assim, esses discursos preenchem o conflito do incerto e reiteram o já estabelecido. Por fim, esperamos ter contribuído para as questões de ensino de língua estrangeira, principalmente ao mostrar suas relações com questões culturais, sejam elas individuais e subjetivas, sejam elas coletivas e, muitas vezes, deixadas de lado.

Este estudo tem como objetivo geral identificar as percepções de qualidade de vida no trabalho de professores de inglês utilizando-se o modelo de competências para a Gestão de Qualidade de Vida no Trabalho e a Abordagem Biopsicossocial.Foi realizado um estudo exploratório descritivo, com a idéia de tornar o fenômeno em questão familiar. O trabalho caracterizou-se como descritivo, buscando, desta maneira, identificar as variáveis que determinam os critérios de Qualidade de Vida no Trabalho na percepção dos professores. Foi utilizada a pesquisa survey, que pode ser descrita como a obtenção de dados sobre características, ações ou opiniões de determinado grupo de pessoas, por meio de um questionário. Os respondentes da pesquisa foram 91 professores de inglês, compondo uma amostra não-probabilística. Os resultados mostraram que esses professores percebem a qualidade de vida no trabalho de forma positiva, encontrando deficiência nas questões de saúde e carreira. Concluiu-se que, embora os professores de inglês demonstrem uma percepção positiva dos itens de qualidade de vida no trabalho, os resultados refletem a necessidade que as organizações têm em possuir estratégias bem definidas, pois a gestão de pessoas é prejudicada quando isso não ocorre, trazendo conseqüências no longo prazo por ações que são tomadas no curto prazo, ou seja, a gestão de carreira deve ser tratada de forma estratégica, pois a sua ausência tem afetado parte do processo de ensino, prejudicando a saúde do profissional. / The study investigated the perceptions of Quality of Working Life in the English teacher’s activities, based on the competency model for the Quality of Working Life and the Biopsychosocial Approach. It was conducted an exploratory and descriptive study, so that new ideas could be discovered through this investigation. The method chosen was the survey research, getting data about characteristics, actions and opinions within a group of people, using a questionnaire. Ninety-one English teachers attended this survey, representing a nonprobabilistic sample. The results showed that these teachers perceive positively the quality of working life, having problems in health and career matters. It was concluded that, although the English teachers demonstrate a positive perception in the quality of working life items, the results reflect the need organizations have in establishing strategies. When it doesn’t happen, it is harmful to People Management, bringing consequences in the long term. The lack of a career plan has affected part of the teaching process, causing physical diseases to the professional mentioned.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-17T13:38:54Z No. of bitstreams: 1 Neiva Cristina da Silva Rego Ravagnoli.pdf: 1389889 bytes, checksum: 673a8c4f03d31656f4d41cdc7ea1f321 (MD5) / Made available in DSpace on 2017-08-17T13:38:54Z (GMT). No. of bitstreams: 1 Neiva Cristina da Silva Rego Ravagnoli.pdf: 1389889 bytes, checksum: 673a8c4f03d31656f4d41cdc7ea1f321 (MD5) Previous issue date: 2017-08-08 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The aim of this thesis is to describe and interpret the phenomenon anomie that can emerge from the experiences of teacher-students of graduate studies, part of a continuing education program for English teachers of community school, to understand the effects and implications of this phenomenon in that context. Anomie is a contingency that particularizes individuals’ ways of becoming, in the face of crisis situations motivated by non-conformity between individual goals and the means available to achieve these goals. This thesis, developed in the scope of Applied Linguistics, as a qualitative-interpretative research, is epistemomethodologically oriented by Morin’s Complexity and Freire’s Hermeneutic-phenomenological Complex approach: it describes and interprets textualized narratives from 32 teacher who report their experiences, according to their criteria of relevance and worldview. The anomie, object of the present study and revealed by the hermeneuticphenomenological themes: proposal, resignification and rupture, shows that this phenomenon emerges from the individual crisis experienced by teacher-students. It also emerges from the crises of the other systems in which they are situated, characterizing a moment of truth of the interrelationship between these systems, which oscillate between order and disorder. The emergence of anomia is a revealing element of the crisis and its effects. In this work, the anomie reveals the compensatory character of the continuing teacher education attributed to the CEPIEP; the depreciation of the school; the behavior of certain lecturers, allegedly not consistent with the CEPIEP course outcomes; academic solidarity shared with colleagues; and the immodest readiness and availability of certain lecturers. Anomie, as effects of the crisis, shows a movement of self-eco-organization of lecturers, which includes rupture, rejection, conformity, resignation, apathy, as well as innovation, construction, desire for change and social activism of these teachers. The anomie, when emerging from the crisis, deregulates the CEPIEP system, constraining its organizational flexibility, by teacher-students’ decision-making. At the same time, it raises responsive actions to those decisions making, which favors the regeneration of the system / O objetivo desta tese é descrever e interpretar o fenômeno anomia que pode emergir das experiências vividas por professores-alunos de um curso de especialização (CEPIEP), parte de um programa de educação contínua para professores de Inglês da escola pública, para compreender os efeitos e implicações desse fenômeno no referido contexto. A anomia é uma contingência que particulariza os modos de vir a ser dos indivíduos, em face a circunstâncias de crise motivadas pela não conformidade entre os objetivos individuais e os meios disponíveis para que tais objetivos sejam alcançados. Esta tese, desenvolvida no âmbito da Linguística Aplicada, como uma pesquisa de natureza qualitativainterpretativista, está epistemometodologicamente orientado pela Complexidade de Morin e pela Abordagem Hermenêutico-Fenomenológica e Complexidade de Freire: descreve e interpreta narrativas textualizadas de 32 professores que relatam suas experiências, segundo seus critérios de relevância e visão de mundo. A anomia, objeto do presente estudo e revelada pelos temas hermenêutico-fenomenológicos: proposta, ressignificação e ruptura, mostra que esse fenômeno emerge da crise individual experienciada pelos professores-alunos, bem como das crises dos demais sistemas nos quais estão inseridos, caracterizando um momento de verdade da inter-relação entre esses sistemas, que oscilam entre ordem e desordem. A emergência da anomia é um elemento revelador da crise e de seus efeitos. Neste trabalho, a anomia revela o caráter compensatório da formação contínua atribuído ao CEPIEP; a depreciação da escola; o alegado comportamento de certos professores-formadores, não condizentes com os pressupostos do CEPIEP; a solidariedade acadêmica compartilhada entre os colegas; e a imodesta prontidão e disponibilidade de determinados professores-formadores. A anomia, como efeito da crise, expressa um movimento de auto-eco-organização dos professores-alunos, que comporta ruptura, rejeição, conformismo, conformidade, resignação, apatia, bem como inovação, construção, desejo de mudança e ativismo social desses profissionais. A anomia, ao emergir da crise, desregulamenta o sistema CEPIEP, constrangendo sua flexibilidade organizacional, pelas tomadas de decisão dos professores-alunos. Ao mesmo tempo, suscita ações responsivas à essas tomadas de decisão, o que favorece a regeneração do sistema

Made available in DSpace on 2016-03-15T19:43:50Z (GMT). No. of bitstreams: 1 Renata Mendes Simoes.pdf: 296430 bytes, checksum: b3b9d76a0f8e623caa9d955c9dbd66fe (MD5) Previous issue date: 2010-04-06 / Fundo Mackenzie de Pesquisa / The main focus of this qualitative study is the analysis of pedagogical practices of teachers of English as a second language in the undergraduate course of Hospitality Management. The subject matter of this study is as follows: How is the teaching of English for hospitality management students characterized according to their teachers? Two of the most highly regarded post-secondary institutions of Sao Paulo were chosen for the execution of this study, for they are considered by the market as the main educators of professionals for this area. The theoretical framework of this research is based on scholars who are engaged with studies related to learning and to the professional development of teachers. Among others, we can mention Masetto (1998, 2003), Mizukami (1986), Vasconcelos (2000), Freire (2004), Perrenoud (2002), e Shulman (2004). The data for this study were collected through interviews with English teachers. For the analysis and interpretation of the teachers discourses, three main points were considered: (a) academic education, (b) professional performance and (c) students learning. Such discourses indicate how university level English teachers verbalize the construction of their teaching practices. The results show that although the teachers have different teaching time experience and different age, they share some of the same references and origins, and these references influence their practices. Each and every one of them has their own teaching experience and they believe this facilitates their teaching practice. They also indicate that, along their professional journey, they construct knowledge about how to teach English to professionals with specific profiles. / Este estudo, de natureza qualitativa, tem como foco a análise de práticas pedagógicas de professores de língua inglesa em cursos superiores de hotelaria. A questão de pesquisa configura-se da seguinte forma: Como se caracteriza o ensino de inglês para alunos de hotelaria sob a ótica de seus professores? Para a concretização do presente estudo foram escolhidas duas instituições de ensino superior da cidade de São Paulo, consideradas pelo mercado de trabalho como sendo as principais formadoras de profissionais da área. Os principais teóricos que fundamentam essa pesquisa desenvolvem trabalhos relacionados à aprendizagem e ao desenvolvimento profissional de professores. Dentre eles podemos citar Masetto (1998, 2003), Mizukami (1986), Vasconcelos (2000), Freire (2004), Perrenoud (2002), e Shulman (2004). Os dados desta pesquisa foram coletados por meio de entrevistas com professores de inglês. Para a análise e interpretação dos relatos dos professores foram considerados três eixos principais, derivados da questão de pesquisa: (a) formação acadêmica, (b) atuação profissional e (c) aprendizagem dos alunos. Tais relatos indicam como professores da língua inglesa em cursos superiores de hotelaria verbalizam a construção de suas práticas pedagógicas. Os resultados evidenciaram que os professores, apesar de idade e tempo de experiência diferentes, possuem alguns referenciais e origens compartilhados; sendo que tais referenciais influenciam muito suas práticas. Todas contam com suas próprias experiências de ensino e acreditam que a experiência facilita a prática pedagógica. Indicam, igualmente, que constroem, ao longo de seu percurso profissional, conhecimentos sobre como ensinar a língua inglesa para profissionais com perfis específicos.

The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."

「班級經營」為教師專業知能中的主要項目之一，既有研究指出了許多班級經營的指標或向度，大多以少數人理論、教學經驗或教室觀察為研究依據，而未有一致性的量化指標，本研究以實務界的角度出發，分析胡悅倫（2007）在教師甄詴口詴現場所蒐集的853道「班級經營」相關詴題，以重新建構班級經營的專業能力指標，藉此編製一份國中英語教師班級經營效能量表，作為教師專業評量之輔助工具。 研究顯示，班級經營包括五大主要項目：（1）班級實務、（2）和諧的人際互動、（3）課堂管理、（4）多元化班級經營、（5）英語教學品質。根據分析結果，本研究提出以下七點結論： 一、本研究自編量表教師效能之效標關聯效度達0.797，英語教學成果之效標關聯效度達0.605，雙尾檢定達.01的顯著水準，表示本研究自編量表可測得所欲測之特質。 二、本研究自編量表各分量表與總量表的相關介於0.86~0.95之間，顯示本研究自編量表具有良好的內在一致性。 三、研究各分量表之Cronbach’s α係數介於0.686~0.929之間，且在內部一致性團體對照法之t考驗中，各題高低分組之差異皆達顯著水準，顯示本研究具有可接受的合理信度。 四、驗證性因素分析顯示，本量表之模式為合理適配，五個分量表「班級實務、和諧的人際互動、課堂管理、多元化班級經營、英語教學品質」彼此顯著相關，且背後可萃取一個更高階的潛在因素—班級經營效能。 五、判別分析Hit Ratio值為0.86，代表本研究自編班級經營效能量表能有效區別出高效能與低效能之英語教師。 六、不同性別、年齡、學歷背景、特教背景、英語教學研習時數、服務年資、導師年資、導師態度之英語教師，其班級經營效能有顯著差異，包括以下數點： （一）女性之英語教學品質顯著優於男性； （二）年紀較長、服務年資、導師年資較資深者之班級經營效能各量表皆顯 著優於年紀輕、服務與導師年資較資淺者； （三）一般大學畢業之教師，其班級實務優於師範大學畢業者； （四） 有基礎特教背景之教師，其班級人際互動顯著優於無特教背景者； （五）參加較多次英語研習之教師，其班級經營各量表皆顯著優於參加較少 次者； （六）越喜歡瑝導師之英語教師，其班級經營各量表表現越優異，且導師態度 可預測11.5%的班級經營效能。 七、不同學校地區、班級人數、每週授課節數之班級，其英語教師之班級經營效能有顯著差異，包括以下數點： （一）台北縣之英語教師，其班級經營各量表皆顯著優於台北市英語教師； （二）人數在21~35人之班級，其教師之人際互動、課堂管理皆顯著優於人數 35人以上之班級； （三）每週授課節數在3~4節最佳，其教師之人際互動、課堂管理、多元化班 級經營皆顯著高於7節以上之班級；而每週授課5~6節之班級，其教師 之人際互動、課堂管理亦顯著優於7節以上之班級，但多元化班級經營 則顯著低於3~4節者。 根據上述結論，本研究提供五點建議：（1）班級教師應正視班級內學生的多樣性、（2）班級經營的各影響面向皆應受到重視、（3）本量表可作為英語教師增進班級經營效能之參考、（4）教師應不斷自我精進、（5）學校班級應控制班級人數與每週上課節數。 / "Classroom management" is a main dimension of teacher’s professional knowledge. Most dimensions that former researches demonstrated are based on educational theories, teaching experience and classroom observation from few researchers. Therefore, this study goes from a practical perspective. By analyzing 853 classroom management related items, which were collected from junior high school teacher selection interviews, a measurement of classroom management of English teachers in junior high school can be made as an effective tool for evaluating teacher’s professional knowledge. Classroom management can be organized into five dimensions, including classroom practice, harmonious relationship among students, parents and teachers, classroom discipline, diversified classroom management, English teaching quality. According to the study, there are seven findings as follows: (1) The criterion-related validity of this research for teacher efficacy is up to 0.797, and for English learning achievement up to 0.605. It reaches .01 level of significance under 2-tailed test, which shows the self-establishment classroom management efficacy measurement can examine the attributes that we want to find out. (2) The correlative coefficient of the sub-scales and the scale from 0.86 to 0.95 shows very good coefficient value and good internal consistency of the self-establishment classroom management efficacy measurement. (3) The subscale of internal consistency Cronbach's Alpha coefficient of the self-establishment classroom management efficacy measurement ranges from 0.686 to 0.929. According to the t-test of internal consistency group comparison, the high score group and low score group reaches a significant difference. The two result shows reasonable reliability of the measurement. (4) The model confirmatory factory analysis shows that the model of this study is reasonably fit, with five dimensions including classroom practice, harmonious relationship among students, parents and teachers, classroom discipline, diversified classroom management and English teaching quality. We can even extract one latent variable from the five dimensions—classroom management efficacy. (5) The hit ratio value of discriminant analysis is 0.86, which shows that using this self-establishment classroom management efficacy measurement, we can distinguish high efficacy English teachers from low efficacy English teachers. (6) The junior high school English teachers’ background demography including gender, age, educational background, special education background, English teaching improvement courses, teaching age, class teacher age, and class teacher attitude reach a significant difference, which shows as the following: (a) Females’ teaching quality is better than males’ (b) Those with older age, longer teaching age, longer class age are better in all subscales than others. (c) Those graduated from normal university are better in class practice than others. (d) Those with basic special education are better in harmonious relationship among students, parents and teachers than others. (e) Those who attend more English teaching improvement courses are better in all subscales than others. (f) Those who are more willing to be class teachers are better in all subscales than others. The class teacher attitude can expect classroom management efficacy by 11.5%. (7) The junior high school background demography including school location, class scale, course number within one week reach a significant difference, which shows as the following: (a) English teachers in Taipei County are better in all subscales than English teachers in Taipei City. (b) English teachers with classes of 21~35 students are better in harmonious relationship and classroom discipline, than English teachers with classes of more than 21~35 students. (c) English teachers with 3~4 courses for one class within one week are better in harmonious relationship, classroom discipline, diversified classroom management than others. Building on the above results, this study made the following four suggestions: (1) class teachers should pay more attention to the diversity within students; (2) all dimensions of classroom management should be taken seriously; (3) this measurement is an effective reference and tool for English teachers; (4) teachers should always keep learning and improving; (5) student number within one class and course number within one week should be moderately limited to a proper one.

This research examines the discourses that impact the teachers of ELL teachers within their instructional practices, their school environment, and a wider educational system. Interviews, observations, and focus groups of twelve teachers at two elementary schools in the Pacific Northwest provide the data for this grounded theory approach that uncovers eleven themes using the tools of situational analysis and discourse analysis. The discourses of congruency, collaboration, trust and awareness are a few that emerged from this study. Although presented as separate, the nature of discourse is that they are interconnected and dependent on each other, highlighting the complexity of teachersʼ worlds. The impact of these discourses impacted both teacher agency and school collaboration for teachers, administrators, and teacher educators. / Graduation date: 2012

The main aim of this study was to investigate the secondary schools English teachers&amp / #8217 / perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&amp / #8217 / selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.

This dissertation examines the influence of student, teacher, and school variables on English and math teachers' expectations for their students. Findings from multilevel-model analyses of data from the Education Longitudinal Study (ELS: 2002) show that student achievement and stigmatized status are the strongest predictors of teacher expectations. In this study, students could be stigmatized on any of three factors (ethnicity, SES, and native language). Consistent with previous research, teachers' expectations were predicted by student achievement (test scores in reading and math). Teachers' expectations for future student academic attainment were higher for students with higher achievement than for lower-achieving students. This lends support to the argument that teachers are generally accurate in forming expectations. However, also consistent with prior research, student stigmatized status predicted expectations, with stigmatized students receiving lower expectations than non-stigmatized students. Multiple stigmatizations were powerful--students stigmatized on all three factors, in particular, received the lowest expectations. Further analyses indicated that student achievement interacts with student stigmatization for English teachers. At low levels of achievement, teachers held equally low expectations for stigmatized (on three factors) and non-stigmatized students. But, for high levels of achievement, teachers had lower expectations for stigmatized students with equally high achievement. Specifically, stigmatized students (on three factors) received expectations that were a half of a standard deviation lower than non-stigmatized students. Teacher ethnicity also appeared to influence teacher expectations via an interaction between teacher ethnicity and student stigmatization (on three factors). For English teachers, expectations were equally high for (a) ethnically stigmatized teachers rating stigmatized students, (b) stigmatized teachers rating non-stigmatized students, and (c) non-stigmatized teachers rating non-stigmatized students. The lowest expectations came from non-stigmatized teachers (White and Asian) rating stigmatized students. These findings (which control for student achievement) suggest bias in expectations that non-stigmatized teachers have for stigmatized students. School level variables in this study (e.g., percent of students receiving free/reduced lunch, percent of students who fail the competency test on first attempt), did not have a large effect on teacher expectations. Implications are discussed regarding multiply stigmatized students, self-fulfilling prophecy, equal access to educational opportunities, and recruitment of ethnic minority teachers. / text

published_or_final_version / Education / Master / Master of Education