Teachers'Behaviors and Students'Academic Ability in Junior High School:Empirical Analysis Based on Educational Equity Perspectives
Teachers play an important role in students'development,but it remains to be discussed and tested how teachers'behaviors affect educational equity.Based on China Education Panel Survey(CEPS)data,this study explores the effects of teachers'questioning and encouraging behaviors on students'academic ability and cognitive ability in junior high school,and examines the differences in the social classes of these effects.The findings are as follows.Firstly,teachers'behaviors significantly enhance students'abilities,especially the academic ability,and questioning behavior functions more effectively than encouraging behavior.Secondly,the effects of teachers'behaviors are moderated by their families'socioeconomic status(SES).Namely,low-SES students benefit more from questioning behavior,while encouraging behavior is more beneficial to the cognitive ability of high-SES students.The results also show that teachers'behaviors are correlated positively with SES.Finally,the urban and rural students differ in these effects.Therefore,the approach of teachers'behaviors is important to explain the equality in the educational process.
NETL
NSTL
万方数据
