Teacher Biases as an Influence on Early Childhood Assessments

Teacher Biases as an Influence on Early Childhood Assessments by Crystal Mason MA, Walden University, 2012 BS, CSUSB, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2019 Abstract Teacher perspectives and judgments of students’ race and gender are known to influence their assessment of primary and secondary students’ academic achievements. However, little is known about the effect on children’s academic achievement of preschool teacher perspectives and judgments of students’ race and gender, which forms the basis for this study. The purpose of this study was to analyze teacher assessment of preschool children’s mathematics and science skills on the Desired Results Developmental Profile (DRDP) and Teacher Strategies GOLD (TSG), along with teacher comments written in preparation for each child’s parent-teacher conference, to determine if there was a relationship between preschool teachers’ assessment and comments and the race and gender of the child. Wason’s theory of confirmation bias formed the theoretical foundation of this study. The research questions addressed the relationship between preschool teacher assessments recorded on the DRDP and TSG regarding children’s mathematics and science skill and teacher comments coded from Racasens linguistic model and those children’s race and gender. Archival data from 2 Head Start centers in a western and southwestern state were analyzed using the Mann-Whitney U test, and the point-biserial Pearson correlation. The Mann-Whitney U test found no statistically significant differences in DRDP and TSG scores by students’ race and gender. The pointbiserial Pearson correlation found no statistically significant correlation between race or gender and teacher comments. This study contributes to positive social change by confirming observational assessments to be free from teacher bias, supporting their continued use with preschool children to promote their learning and development.Teacher perspectives and judgments of students’ race and gender are known to influence their assessment of primary and secondary students’ academic achievements. However, little is known about the effect on children’s academic achievement of preschool teacher perspectives and judgments of students’ race and gender, which forms the basis for this study. The purpose of this study was to analyze teacher assessment of preschool children’s mathematics and science skills on the Desired Results Developmental Profile (DRDP) and Teacher Strategies GOLD (TSG), along with teacher comments written in preparation for each child’s parent-teacher conference, to determine if there was a relationship between preschool teachers’ assessment and comments and the race and gender of the child. Wason’s theory of confirmation bias formed the theoretical foundation of this study. The research questions addressed the relationship between preschool teacher assessments recorded on the DRDP and TSG regarding children’s mathematics and science skill and teacher comments coded from Racasens linguistic model and those children’s race and gender. Archival data from 2 Head Start centers in a western and southwestern state were analyzed using the Mann-Whitney U test, and the point-biserial Pearson correlation. The Mann-Whitney U test found no statistically significant differences in DRDP and TSG scores by students’ race and gender. The pointbiserial Pearson correlation found no statistically significant correlation between race or gender and teacher comments. This study contributes to positive social change by confirming observational assessments to be free from teacher bias, supporting their continued use with preschool children to promote their learning and development. Teacher Biases as an Influence on Early Childhood Assessments by Crystal Mason MA, Walden University, 2012 BS, CSUSB, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2019 Dedication This study is dedicated to Mrs. Heidi, my high school home economics teacher, who fostered my passion for Early Childhood Education. Also, to Mrs. Connie, a former preschool cook, whose encouragement and positive attitude got me to pursue my doctorate in Early Childhood Education. Acknowledgments First and foremost, I like to acknowledge my mother and godmother for teaching me that you can achieve anything through hard work and determination. Secondly, I would like to acknowledge Dr. Patricia Anderson, who, as my advisor for my KAMS and committee chairperson, has never given up on me, when I wanted to give up on myself. Lastly, I would like to acknowledge my closest friends, Chris, Anna, and Susan, for being there for me throughout this dissertation journey.