A Systematic Review on Teacher's Expectations and Classroom Behaviors

Autor/inn/en	Aydin, Özge; Ok, Ahmet
Titel	A Systematic Review on Teacher's Expectations and Classroom Behaviors
Quelle	In: International Journal of Curriculum and Instructional Studies, 12 (2022) 1, S.247-274 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aydin, Özge) ORCID (Ok, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Teacher Attitudes; Teacher Expectations of Students; Student Behavior; Teacher Student Relationship; Research Reports; Databases; Academic Achievement; Teacher Characteristics; Family Characteristics; School Readiness; Teaching Methods; Academic Ability; Classroom Techniques; School Policy; Elementary Secondary Education; Turkish; English; Research Methodology + Suchen Sie Ihr Suchwort? Lehrerverhalten; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Research report; Forschungsbericht; Datenbank; Schulleistung; Readiness for school; School ability; Schulreife; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Schulpolitik; Türkisch; English language; Englisch; Research method; Forschungsmethode
Abstract	The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers' classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases, which were namely EBSCOhost, ERIC, Science Direct, Journal Park Academic, and HEC Theses Centre, were examined. Among 1.227 of the studies conducted, 32 research studies were included in the current review based on a set of inclusion and exclusion criteria after the identification, screening, and eligibility processes. After the content analysis carried out on the included studies, the review extracted certain factors shaping teachers' expectations of students' academic achievement, which were grouped as "students' readiness," "skills and abilities," "teacher- and family-related factors," and "school policies." In classes, teachers differentiated their instructional methods according to students' ability levels, presented more group work opportunities, established more eye-contact, assigned cognitively harder tasks, and expected more quality work from high-expectancy students. Teachers also tended to decrease their interaction time by turning to another student when a low-expectancy student could not answer a question, and to know personal or academic strengths of high-expectancy students more than low-expectancy ones. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01