The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts

Zheng Li

Abstract


This article aimed to present a comprehensive review of the moderators of teacher expectation effects.  It concluded the factors which may strengthen or weaken the effects of teacher expectancies in classrooms.  Apart from student characteristics, this article highlighted the individual differences in teachers and contextual features which have not been systematically reviewed to date.  It seemed that some teacher and contextual variables were likely to generate and modify teacher expectation effects to a significant extent.  Implications and future research direction were also discussed.


Keywords


Teacher expectation effects, Teacher beliefs, Moderation effects, Individual differences

Full Text:

PDF

References


Alvidrez, Jennifer, & Weinstein, Rhona S. (1999). Early Teacher Perceptions and Later Student Academic Achievement.(Statistical Data Included). Journal of Educational Psychology, 91(4), 731.

Babad, Elisha. (1979). Personality correlates of susceptibility to biasing information. Journal of Personality and Social Psychology, 37(2), 195-202. doi: 10.1037/0022-3514.37.2.195

Babad, Elisha. (1985). Some correlates of teachers’ expectancy bias. American Educational Research Journal, 22(2), 175-183.

Babad, Elisha. (1998). Preferential affect: The crux of the teacher expectancy issues. In J. Brophy (Ed.), Advanced in research on teaching: Expectations in the classroom (Vol. 7, pp. 183-214). Greenwuch, CT: JAI Press.

Babad, Elisha, Bernieri, Frank, & Rosenthal, Robert. (1989a). Nonverbal communication and leakage in the behavior of biased and unbiased teachers. Journal of Personality and Social Psychology, 56(1), 89.

Babad, Elisha, Bernieri, Frank, & Rosenthal, Robert. (1989b). When less information is more informative: Diagnosing teacher expectations from brief samples of behaviour. British Journal of Educational Psychology, 59(3), 281-295.

Babad, Elisha, Inbar, J., & Rosenthal, Robert. (1982a). Pygmalion, Galatea, and the Golem--Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474.

Babad, Elisha, Inbar, J., & Rosenthal, Robert. (1982b). Teachers' judgment of students' potential as a function of teachers' susceptibility to biasing information. Journal of Personality and Social Psychology, 42(3), 541-547.

Babad, Elisha, & Inbar, Jacinto. (1981). Performance and personality correlates of teachers' susceptibility to biasing information. Journal of Personality and Social Psychology, 40(3), 553-561.

Brattesani, Karen A, Weinstein, Rhona S, & Marshall, Hermine H (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76, 236-247.

Braun, C. (1976). Teacher expectations: Sociopsychological dynamics. Review of Educational Research, 46, 185-213.

Brophy, J. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631-661.

Brophy, J, & Evertson, C M. (1978). Context variables in teaching. Educational Psychologist, 12(3), 310-316.

Brophy, J, & Good, T L (1974). Teacher-Student Relationships: Causes and Consequences. New York: Holt, Rinehart and Winston.

Cooper, H M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 389-410.

Cooper, H M, & Good, T L. (1983). Pygmalion Grows up : Studies in the Expectation Communication Process. New York: Longman.

Cooper, H. M. (1985). Models of teacher expectation communication. In J. B. Dusek, V. Hall & W. Meyer (Eds.), Teacher expectancies (pp. 135-158). Hillsdale, NJ: Lawrence Erlbaum.

de Boer, Hester, Bosker, Roel J, & van der Werf, Margaretha PC. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179.

Eccles, J., & Hoffman, LW. (1984). Socialization and the maintenance of a sex-segregated labor market. In H. Stevenson & A. Siegel (Eds.), Research in child development and social policy (Vol. 1, pp. 367-420). Chicago, IL: University of Chicago Press.

Eccles, J., & Jacobs, Janis E. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367-380.

Eccles, J., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. B. Dusek (Ed.), Teacher Expectancies. Hillsdale, NJ. : L. Erlbaum.

Eden, D., & Shani, Abraham B. (1982). Pygmalion goes to boot camp: Expectancy, leadership, and trainee performance. Journal of Applied Psychology, 67(2), 194-199.

Evertson, Carolyn M. (1982). Differences in instructional activities in higher- and lower-achieving junior high English and math classes. The Elementary School Journal, 82(4), 329-350.

Good, T L , & Brophy, J. (2009). Looking in Classrooms (10th ed.). New York, NY. : Longman.

Gregory, Anne, & Huang, Francis. (2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American Journal of Community Psychology, 1-15.

Hall, V., & Merkel, S. (1985). Teacher expectancy effects and educational psychology. In J. B. Dusek, V. Hall & W. Meyer (Eds.), Teacher expectancies (pp. 67-92). Hillsdale, NJ: Lawrence Erlbaum.

Hinnant, J Benjamin, O’Brien, Marion, & Ghazarian, Sharon R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662-670.

Jussim, Lee. (1986). Self-fulfilling prophecies: A theoretical and integrative review. Psychological Review, 93(4), 429-445.

Jussim, Lee. (1990). Social reality and social problems: The role of expectancies. Journal of Social Issues, 46(2), 9-34.

Jussim, Lee, Eccles, Jacquelynne, & Madon, Stephanie. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-Fulfilling prophecy. In P. Z. Mark (Ed.), Advances in Experimental Social Psychology. New York: Academic Press.

Jussim, Lee, & Fleming, C. (1996). Self-fulfilling prophecies and the maintenance of social stereotypes: The role of dyadic interactions and social forces. In N. Macrae, C. Stangor & M. Hewstone (Eds.), The foundations of stereotypes and stereotyping (pp. 161-192). New York, NY: Guilford.

Jussim, Lee, & Harber, Kent D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155. doi: 10.1207/s15327957pspr0902_3

Jussim, Lee, Smith, A. E., Madon, Stephanie, & Palumbo, Polly. (1998). Teacher expectations. In J. Brophy (Ed.), Advances in Research on Teaching: Expectations in the Classroom. Greenwich, CT: JAI Press

Kelly, Sean, & Carbonaro, William. (2012). Curriculum tracking and teacher expectations: Evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271-294.

Kuklinski, Margaret, & Weinstein, Rhona S. (2000). Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment. Learning Environments Research, 3(1), 1-34. doi: 10.1023/A:1009904718353

Kuklinski, Margaret, & Weinstein, Rhona S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72, 1554-1578.

Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72(4), 791-809.

Marshall, Hermine H, & Weinstein, Rhona S. (1986). The classroom context of student-perceived differential teacher treatment. Journal of Educational Psychology, 78, 441-453.

McKown, Clark, & Weinstein, Rhona S. (2002). Modeling the role of child ethnicity and gender in children's differential response to teacher expectations. Journal of Applied Social Psychology, 32(1), 159-184.

McKown, Clark, & Weinstein, Rhona S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498-515.

McKown, Clark, & Weinstein, Rhona S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235-261.

Meece, Judith L, Parsons, Jacquelynne E, Kaczala, Caroline M, & Goff, Susan B. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91(2), 324.

Palardy, J Michael. (1969). What teachers believe: What children achieve. The Elementary School Journal, 69(7), 370-374.

Raudenbush, Stephen W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76(1), 85-97.

Rosenthal, Robert. (1968). Experimenter expectancy and the reassuring nature of the null hypothesis decision procedure. Psychological Bulletin Monograph Supplement, 70, 30-47.

Rosenthal, Robert. (1974). On the social psychology of the self-fulfilling prophecy: Further evidence for Pygmalion effects and their mediating mechanisms. New York, NY: MSS Modular Publications.

Rosenthal, Robert. (1976). Experimenter Effects in Behavioral Research (2nd ed.). New York, NY. : Irvington Publishers.

Rosenthal, Robert. (1985). From unconscious experimenter bias to teacher expectancy effects. In J. B. Dusek, V. Hall & W. Meyer (Eds.), Teacher expectancies (pp. 37-65). Hillsdale, NJ: Lawrence Erlbaum.

Rosenthal, Robert, & Jacobson, Lenore. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development. New York: Holt, Rinehart and Winston

Rosenthal, Robert, & Rubin, D. B. (1978). Interpersonal expectancy effects: The first 345 studies. Behavioral and Brain Sciences, 1(3), 377-386.

Rosenthal, Robert, & Rubin, Donald B. (1971). Pygmalion reaffirmed. In J. D. Elashoff & R. E. Snow (Eds.), Pygmalion reconsidered (pp. 139–155). Worthington, OH: Jones.

Rubie-Davies, C. (2004). Expecting the best : instructional practices, teacher beliefs and student outcomes. (Doctoral dissertation), University of Auckland. (UoA1207968)

Rubie-Davies, C. (2006). Teacher expectations and student self-perceptions : Exploring relationships. Psychology in the Schools, 43(5), 537-552.

Rubie-Davies, C. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology, 77(2), 289-306.

Rubie-Davies, C. (2008a). Expecting Success : Teacher Beliefs and Practices that Enhance Student Outcomes. Saarbrücken. : VDM Verlag

Rubie-Davies, C. (2008b). Teacher beliefs and expectations: Relationships with student learning. In C. M. Rubie-Davies & C. Rawlinson (Eds.), Challenging Thinking about Teaching and Learning (pp. 25-39). New York: Nova Science

Rubie-Davies, C, Hattie, John, & Hamilton, Richard. (2006). Expecting the best for New Zealand students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(New Zealand), 429-444.

Slavin, Robert E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. The Elementary School Journal, 535-552.

Smith, A. E., Jussim, L., Eccles, J., VanNoy, M., Madon, S., & Palumbo, P. (1998). Self-fulfilling prophecies, perceptual biases, and accuracy at the individual and group levels. Journal of Experimental Social Psychology, 34(6), 530-561.

Smith, M. L. (1980). Meta-analysis of research on teacher expectation. Evaluation in Education, 4, 53-55.

Snyder, Mark. (1992). Motivational foundations of behavioral confirmation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 67-114). New York, NY: Academic Press.

Sorhagen, Nicole S. (2013). Early teacher expectations disproportionately affect poor children's high school performance. Journal of Educational Psychology, 105(2), 465-477.

Speybroeck, Sara, Kuppens, Sofie, Van Damme, Jan, Van Petegem, Peter, Lamote, Carl, Boonen, Tinneke, & de Bilde, Jerissa. (2012). The role of teachers' expectations in the association between children's SES and performance in kindergarten: A moderated mediation analysis. PloS One, 7(4). http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0034502#pone-0034502-g001

Spitz, Herman H. (1999). Beleaguered Pygmalion: A History of the Controversy Over Claims that Teacher Expectancy Raises Intelligence. Intelligence, 27(3), 199-234. doi: 10.1016/s0160-2896(99)00026-4

Steele, C. (1992). Race and the schooling of Black Americans. Atlantic Monthly, April, 68-78.

Steele, C. (2003). Race and the schooling of Black Americans. In S. Plous (Ed.), Understanding prejudice and discrimination (Vol. xiii, pp. 98-107). New York, NY: McGraw-Hill.

Swann, W. B., & Ely, R. J. (1984). A battle of wills: Self-verification versus behavioral confirmation. Journal of Personality and Social Psychology, 46(6), 1287-1302.

Weinstein, Rhona S. (1976). Reading group membership infirst grade: Teacher behaviours and pupil experience over time. Journal of Educational Psychology(68), 103-116.

Weinstein, Rhona S. (2002). Reaching Higher : The Power of Expectations in Schooling. Cambridge, MA.: Harvard University Press.

Weinstein, Rhona S, Marshall, H. H., Brattesani, K A, & Middlestadt, S E (1982). Student perceptions of differential teacher treatment in open and traditional classrooms. Journal of Educational Psychology, 74(5), 678-692.

Weinstein, Rhona S, Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations. Child Development, 58(4), 1079-1093.

Weinstein, Rhona S, & McKown, Clark. (1998). Expectancy effects in "context": Listening to the voices of students and teachers. In J. Brophy (Ed.), Advances in Research on Teaching (pp. 215-242). Greenwich, CT: JAI Press.

Weinstein, Rhona S, & Middlestadt, Susan E. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71(4), 421-431.

West, Charles K., & Anderson, Thomas H. (1976). The question of preponderant causation in teacher expectancy research. Review of Educational Research, 613-630.

Wineburg, Samuel S. (1987). The self-fulfillment of the self-fulfilling prophecy. Educational Researcher, 16(9), 28-37.

Wood, Dana, Kurtz-Costes, Beth, & Copping, Kristine E. (2011). Gender differences in motivational pathways to college for middle class African American youths. Developmental Psychology, 47(4), 961.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493