Abstract
Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The differential treatment of students by teachers is described by the author, with special attention given to how teachers express low expectations. The article concludes with a description of future research directions.
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