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Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
Resource type
Journal Article
Authors/contributors
- Wadmare, Pratik (Author)
- Nanda, Mansi (Author)
- Sabates, Ricardo (Author)
- Sunder, Naveen (Author)
- Wadhwa, Wilima (Author)
Title
Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
Abstract
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.
Publication
International Journal of Educational Research Open
Volume
3
Pages
100198
Date
2022-01-01
Journal Abbr
International Journal of Educational Research Open
Language
en
ISSN
2666-3740
Short Title
Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India
Accessed
07/01/2023, 20:46
Library Catalogue
ScienceDirect
Citation
Wadmare, P., Nanda, M., Sabates, R., Sunder, N., & Wadhwa, W. (2022). Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments. International Journal of Educational Research Open, 3, 100198. https://doi.org/10.1016/j.ijedro.2022.100198
Theme
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