Elementary Teachers' Foreknowledge About Their Students

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: School Climate and Culture Dynamics Among K–12 Teachers

Abstract

Much remains unknown about the ways in which teachers learn about their students prior to teaching them. We surveyed elementary school teachers (n=417) in one US state regarding the source(s), context(s), timing, content, and perceived influence of foreknowledge they receive about their students. Findings suggest that teachers in this study acquire foreknowledge about students primarily from other teachers, who are also viewed as the most influential source of foreknowledge. Information with a positive valence was largely focused on student character while negative information was primarily focused on behavior. Information about behavior was seen as more influential than information about character. These findings suggest that teacher-teacher interactions present an area ripe for social psychological interventions.

Authors

• Quentin Sedlacek, Southern Methodist University

• Lisel Alice Murdock-Perriera, Sonoma State University