Research links student background to persistence in seeking teacher help

08/19/2013 | Education Week

New research suggests students' backgrounds may play a role in how much assistance they seek and receive from their teachers. According to a study by Indiana University sociologist Jessica McCrory Calarco, students from middle-class backgrounds were more persistent in seeking help from teachers than students with working-class backgrounds, who typically sought help only when prompted by the teacher. As a result, Calarco recommends teachers instruct students on how and when to seek help.

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