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There were 2,392 unique courses and 3,123 individual teachers in the dataset. The researchers concluded, "We detected statistically significant bias against women and staff with non-English language backgrounds, although these effects do not appear in every faculty.
Female teachers tend to have a stronger pro-female bias than male teachers. [15] Using individual teacher effects, Massachusetts Institute of Technology's Camille Terrier showed that teachers' bias affects male students' motivation and impairs their future progress. [9] [16] It can also significantly affect the students' career decisions. [12]
Wake County school board members hold an implicit bias workshop as part of a board mini-retreat on Nov. 16, 2023 in Cary. N.C. Wake says it’s not CRT training
In a survey of teachers participating in an e-Learning for Educators online professional development workshop, Chapman [14] finds that HN schools need increased access and teacher training in technology resources. Though results vary in their level of significance, teachers of non-HN schools report more confidence in having adequate technical ...
The absence of a strong male role model affects males differently from females. Studies by Bailey & Dynarski have shown that teachers provide role models to demographically similar students, and their unintended biases affect their interactions and assessments of their students. [109] Women in America hold nearly two thirds of all student loan ...
As the start of the school year approaches in Florida, some teachers say chaos and confusion have marked the days leading up to reopening as they navigate how to teach under new state policies.
The findings, from a survey of senior leaders with responsibility for staffing in schools in England looking in the 2019/20 and 2020/21 academic years, found that in secondary schools where ...
Educational equity, also known as equity in education, is a measure of equity in education. [1] Educational equity depends on two main factors. The first is distributive justice, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success.