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Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings

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Date Issued:
2012
Abstract/Description:
The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
Title: Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
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Name(s): Lopez, Angel, Author
Dieker, Lisa, Committee Chair
Wienke, Wilfred, Committee Member
Vasquez, Eleazar, Committee Member
Correa, Vivian, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
Identifier: CFE0004403 (IID), ucf:49401 (fedora)
Note(s): 2012-08-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Teacher Preparation -- Emotional Behavior Disorders -- Virtual Classroom -- Avatars -- After Action Review
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004403
Restrictions on Access: campus 2017-08-15
Host Institution: UCF

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