Abstract

Summary This paper examines recent research evidence relating to the possible influence exerted by teachers’ classroom behaviour on the attitudes, aspirations and achievements of their pupils. Evidence drawn from small‐scale observational studies, large‐scale surveys and laboratory experiments is discussed in detail, and some implications for teacher training are noted. I would like to acknowledge my debt to R. K. Merton, whose paper The Matthew Effect in Science provides a most entertaining insight into the subtle and devious ways in which the scientific community determines which of its members shall be rewarded and which denied

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.