Teacher Expectations and Classroom Behaviors.

Autor/in	Wilkins, William E.
Institution	State Univ. of New York, Brockport. Coll. at Brockport.
Titel	Teacher Expectations and Classroom Behaviors.
Quelle	(1972), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Educational Research; Student Characteristics; Student Improvement; Student Motivation; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsforschung; Pädagogische Forschung; Schulische Motivation; Lehrerverhalten; Teacher behaviour
Abstract	To test the effect of teacher expectation on pupil achievement, subjects in 24 classrooms, grades 1-6, a) completed the Metropolitan Analysis of Learning Potential and the Metropolitan Achievement Test; b) completed a questionnaire regarding perceptions of teachers' differential expectations and treatment of students; and c) were ranked by their teachers according to their expected achievement growth during the year. Observers made regulars visits to the classrooms to measure pupil-teacher interactions. The five experimental hypotheses tested were a) experimental subjects will perform better on the ability posttest than the control subjects; b) experimental subjects will score higher on the achievement posttest than the control subjects; c)experimental subjects in the middle ability range will show greater improvement than the control subjects in the same ability range; d) experimental subjects will receive significantly different instruction than the control subjects as measured by independent observers; and e) pupils will report significantly different treatment of control and experimental subjects. Analysis of the collected data shows no significant difference between the control and experimental groups on ability and achievement posttests and suggests rejection of hypotheses "a,""b,""c," and e." Although there was a difference in the instruction received by different ability groups, there was no difference between that received by control and experimental subjects in the same ability grouping, and hypothesis "d" was rejected as untestable. (HMD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01