Inequality from the first day of school: The role of teachers' academic intensity and sense of responsibility in moderating the learning growth gap

Minjong Youn

The Journal of Educational Research, 2016, vol. 109, issue 1, 50-67

Abstract: The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2014.918529 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:109:y:2016:i:1:p:50-67

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2014.918529

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().