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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 The impact of linguistic diversity on students’ reading comprehension using different diversity measures and its’ differential effects depending on students’ migration background Dotzel, Stefanie; Bonefeld, Meike; Karst, Karina. - : Elsevier Science, 2021. : Amsterdam [u.a.], 2021 BASE Show details 2 The impact of linguistic diversity on students' reading comprehension using different diversity measures and its' differential effects depending on students' migration background Dotzel, Stefanie; Bonefeld, Meike; Karst, Karina. - : Elsevier, 2021 BASE Show details 3 Opportunities and limitations of using the linguistic category model as a measure of teachers' implicit stereotypes in Germany Bonefeld, Meike; Beißert, Hanna. - : Elsevier Science, 2021 BASE Show details 4 (Biased) Grading of Students’ Performance: Students’ Names, Performance Level, and Implicit Attitudes Bonefeld, Meike; Dickhäuser, Oliver. - : Frontiers Media S.A., 2018 Abstract: Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers (N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5954233/ https://doi.org/10.3389/fpsyg.2018.00481 http://www.ncbi.nlm.nih.gov/pubmed/29867618 BASE Hide details

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