The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years

Autor/inn/en	Hinnant, J. Benjamin; O'Brien, Marion; Ghazarian, Sharon R.
Titel	The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years
Quelle	In: Journal of Educational Psychology, 101 (2009) 3, S.662-670 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014306
Schlagwörter	Academic Achievement; Longitudinal Studies; Role; Predictor Variables; Grade 1; Grade 3; Grade 5; Gender Differences; Reading Achievement; Mathematics Achievement; Futures (of Society); At Risk Students; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Future; Society; Zukunft
Abstract	There is relatively little research on the role of teacher expectations in the early school years or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesser extent, math ability. In predicting actual future academic achievement, results showed that teacher expectations were differentially related to achievement in reading and math. There was no evidence that teacher expectations accumulate but some evidence that they remain durable over time for math achievement. In addition, teacher expectations were more strongly related to later achievement for groups of children who might be considered to be at risk. (Contains 7 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10