Courtney N. Baker|Marianne H. Tichovolsky|Janis B. Kupersmidt|Mary Ellen Voegler?Lee|David H. Arnold
Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.
preschool teachers important impacts childrens academic outcomes teachers misperceptions childrens academic skills could negative consequences particularly lowincome preschoolers study utilized data gathered 123 preschool teachers 760 preschoolers 70 lowincome racially diverse centers hierarchical linear modeling utilized account nested data structure even controlling childrens actual academic skill older children children stronger social skills children fewer inattentive symptoms perceived stronger academic abilities contrary hypotheses preschoolers behavior problems perceived teachers significantly better preacademic abilities actually teachers perceptions associated child gender child raceethnicity although considerable variability due teacherlevel characteristics child characteristics explained 42 variability teachers perceptions childrens language preliteracy ability 41 variability teachers perceptions mathability notably perceptions appear important impacts time controlling child baseline academic skill child characteristics teacher perceptions early preschool year significantly associated child academic outcomes spring language preliteracy math study implications regard achievement gap discussed