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"summary": "Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial\/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial\/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-co...",
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"Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial\/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial\/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-co...",
"Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and ...",
"Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial\/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial\/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers' race\/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies."
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"caption": "Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and ...",
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"Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial\/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial\/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers' race\/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies."
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"date_start": "2017-01-01T00:00:00Z",
"pubyear_s": "2017",
"citation_s": "Wright, Adam<\/a>, Michael A. Gottfried<\/a>, and Vi-Nhuan Le<\/a>.<\/span> \"A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development<\/a><\/span>.\" American Educational Research Journal<\/i> 54, no. 1 (2017): 78.<\/span>",
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"Accession Number: EJ1155312; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http:\/\/sagepub.com; Language: English; Education Level: Kindergarten; Reference Count: 67; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017"
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"timestamp": "2024-01-26T19:17:18.119Z"
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