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Teacher Expectations (teacher + expectation)

Distribution by Scientific Domains

Education	40%

Selected Abstracts

Teacher expectations and student self-perceptions: Exploring relationships

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2006
Christine M. Rubie-Davies
For 40 years, researchers have been exploring the teacher-expectation phenomenon. Few have examined the possibility that teacher expectations may be class centered rather than individually centered. The current study aimed to track the self-perception outcomes of students (N = 256) whose teachers had high or low class-level expectations. Students completed the Reading, Mathematics, Physical Abilities, and Peer Relations subscales of the Self Description Questionnaire-1 (SDQ-1; Marsh, 1990) at the beginning and end of 1 year. A subscale related to student perception of how the teacher viewed their abilities was added. At the beginning of the year, there were no statistically significant differences between the expectation groups in any of the academic or teacher opinion scales. By the end of the year, statistically significant differences were found in academic and teacher opinion areas due mainly to a decline in the self-perceptions of students with low-expectation teachers. Implications for teacher practice are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 537,552, 2006. [source]

Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7

JOURNAL OF RESEARCH IN READING, Issue 2 2001
Fatemeh Arabsolghar
Although extensive basic research has been carried out on children's metacognition, little is known about teachers' views of their students' cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. [source]

Attitudes to Making Art in the Primary School

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2005
Robert Watts
Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. [source]

Teacher expectations and student self-perceptions: Exploring relationships

Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects

CHILD DEVELOPMENT, Issue 5 2001
Margaret R. Kuklinski
A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations , children's self-expectations , ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects. [source]