ABSTRACT

At-risk students are overrepresented in disadvantaged segregated primary schools. Often, these students begin with an educational delay and have less parental support, which makes them more dependent on the quality of their education. Since quality of education depends in great measure upon mechanisms at the class level, it is crucial to gain insight into the interrelations between class input, teacher process variables and student outcomes. A multilevel path analysis was conducted to explore the relationship between socioeconomic and ethnic class composition, teacher trust in students, teaching learning strategies, and reading comprehension in socially and ethnically disadvantaged segregated primary classes. A reading comprehension test, teacher questionnaire and video observations of language lessons were administered (September – October 2013) to a sample of 7- and 8-year-old students (n = 271) and their 22 teachers. The socioeconomic and ethnic class situation had a significant impact on teaching learning strategies, which in turn was positively related to students’ reading comprehension. Our findings underline the key role of teaching learning strategies, which mediates the relationship between the socioeconomic and ethnic class composition and reading comprehension in disadvantaged, segregated primary classes. Policy implications, limitations and directions for future research are discussed.

摘要

在处于不利地位的隔离小学中，处于危险中的学生人数过多。通常，这些学生从教育延迟开始，父母支持较少，这使他们更加依赖教育质量。由于教育质量在很大程度上取决于课堂层面的机制，因此深入了解课堂投入、教师过程变量和学生成果之间的相互关系至关重要。进行了多层次路径分析，以探讨社会经济和种族阶级构成、教师对学生的信任、教学学习策略以及社会和种族处于不利地位的隔离小学班级的阅读理解之间的关系。阅读理解测试，对 7 岁和 8 岁学生（n = 271）及其 22 名教师的样本进行了教师问卷调查和语言课视频观察（2013 年 9 月至 10 月）。社会经济和种族阶层状况对教学学习策略有显着影响，这反过来又与学生的阅读理解呈正相关。我们的研究结果强调了教学学习策略的关键作用，它在弱势、隔离的小学班级中调节社会经济和种族阶级构成与阅读理解之间的关系。讨论了未来研究的政策含义、局限性和方向。这反过来又与学生的阅读理解呈正相关。我们的研究结果强调了教学学习策略的关键作用，它在弱势、隔离的小学班级中调节社会经济和种族阶级构成与阅读理解之间的关系。讨论了未来研究的政策含义、局限性和方向。这反过来又与学生的阅读理解呈正相关。我们的研究结果强调了教学学习策略的关键作用，它在弱势、隔离的小学班级中调节社会经济和种族阶级构成与阅读理解之间的关系。讨论了未来研究的政策含义、局限性和方向。