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Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?

Chen, Wenqing

Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England? Thumbnail


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Abstract

The poverty achievement gap in early reading is a persistent issue in England and around the world, potentially disadvantaging poor students and their further study. This new study employs student-perceived teaching enthusiasm and reading attitudes to help explain the poverty attainment gap. The sample was 5,242 15-year-old participants in PISA 2018 from 175 secondary schools in England. Path analysis is used to investigate the potential effect of teaching enthusiasm on the reading attainment of low-income students. The findings indicate that family socioeconomic status remains an important predictor of students' reading achievement. Students from economically privileged families tend to rate teaching enthusiasm more highly and express a positive reading attitude, which can partially explain the poverty attainment gap in reading. Therefore, teachers might be able to enhance low-income students’ reading outcomes and close the poverty attainment gap a little through enhanced teaching enthusiasm to cultivate students’ positive reading attitudes.

Citation

Chen, W. (2023). Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?. In H. Broadfoot, K. Fan, H. Bennion, T. Meng, Y. Zhang, & Q. Zhou (Eds.),

Conference Name Imagining Better Education 2022
Conference Location Durham, United Kingdom
Start Date Oct 20, 2022
End Date Oct 21, 2022
Publication Date 2023
Deposit Date May 31, 2023
Publicly Available Date Jun 2, 2023
Publisher School of Education, Durham University
Series Title Imagining Better Education
Public URL https://durham-repository.worktribe.com/output/1133903
Publisher URL https://www.durham.ac.uk/departments/academic/education/

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