Student Teacher Expectations Research Articles

Sustainability of teacher expectation bias effects on long-term student performance.

In this article, we address the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted teacher expectation. These predicted expectations were estimated from a multilevel model in which teacher expectations of students' future performance in secondary education were regressed on students' prior achievement, IQ, and achievement motivation. Multilevel analyses were performed on a data set of about 11,000 students who entered secondary school in 1999 and who were monitored for 5 years. We found relationships between teacher expectation bias and student characteristics as well as a clear effect of expectation bias on long-term student performance. Teacher expectation bias partly mediated the effects of student characteristics on students' performance. Moreover, its effect was moderated by some of these characteristics. Mediation and moderation effects were the strongest for parents' aspirations. The effects of teacher expectation bias dissipated partly during the first 2 years but afterwards remained stable over time.

Teacher Expectations of Students’ Classroom Behavior

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers’ expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions.

BLACK-WHITE DIFFERENCES IN SCHOOL SUSPENSION: EFFECT OF STUDENT BELIEFS ABOUT TEACHERS

Research suggests that there are differences in the frequency with which white and African American students are punished in schools, with African American students being 2.3 times more likely to be suspended than white students. Most of the research on school punishment has focused on documenting race differences and looking for student and school-level factors to help explain disproportionality in out-of-school suspension. This study aims to fill the gap in the literature by analyzing the role of the teacher in affecting student punishment in a large, urban, primarily minority student district. Results indicate that positive teacher behavior toward students and positive teacher expectations of students reduces suspension from school.

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

Teacher Expectations of Students' Classroom Behavior across the Grade Span: Which Social Skills are Necessary for Success?

This study explored teachers' ( N = 717) expectations of student behavior along school level (elementary vs. middle vs. high), program type (general vs. special education), and school type (high risk vs. low risk). Results indicated that all elementary and middle school teachers shared similar views regarding the importance of self-control skills, whereas high school special education teachers viewed self-control skills as significantly more important than did high school general education teachers. High school teachers rated assertion skills as significantly less important relative to elementary or middle school teachers. Results also indicated that teachers at high-risk schools viewed self-control and assertion skills as more critical for success than did teachers at low-risk schools.

Dissonant themes in preservice portfolio development

This study examined the use of portfolio assessment to determine the extent to which student teachers are able to demonstrate INTASC principles in their teaching. More specifically, it looked at the role of perception and assumption by identifying inconsistency between university faculty and student teacher expectations and use of the portfolio. The study found that dissonance was prominent in four main areas: purpose, value, perception, and context. Among the factors contributing to the dissonance were lack of clarity of stated purpose for the portfolio, the student teaching environment, and uncertainty between formative and summative nature of the assessment.

Teacher expectations of students’ performance: a review of the research

Teachers have different expectations from children, often a reflection of their perception of these children. Some children are perceived by teachers as more able than others, that is, more skilled, more proficient, more competent; while other children are seen as less proficient. Expectations would be higher for those perceived as more able than for those perceived as less able.

Expectations of Teachers and Students: a Gifted Classroom Observed

The purpose of this study was to enlarge on our understanding of the expectations of gifted students and their teachers in their classroom. Data were sought through participant observation and interviewing. Six domains of behaviour indicating teachers' expectations of themselves in the classroom were identified viz. as care-givers, authority figures, enforcers of order so that learning can take place, motivators, upholders of values and attitudes, and finally as teachers. Students' expectations were in the main compatible with teachers', their primary expectations being to learn and to have fun. A fit between student-teacher expectations is shown to be of major importance for successful teaching and learning.

Cooperating and student teacher expectations: Beefs and bouquets

Cooperating and student teacher expectations: Beefs and bouquets

Effects of Students' Physical Attractiveness and Name Popularity on Student Teachers' Perceptions of Social and Academic Attributes

Summary Student teacher Ss (44 male, 97 female) rated six academic attributes and five social attributes of fictitious seventh-grade boys on the basis of school records. These records included pictures of students varying in attractiveness and first names varying in popularity. The Ss rated all academic attributes prior to rating all social attributes in order to prevent the latter ratings from biasing the former ratings (“halo” effects). Attractive students received significantly higher evaluations than unattractive students on all ratings of social attributes but on none of the ratings of academic attributes. All predicted name popularity effects and all Attractiveness x Name Popularity interactions were nonsignificant. Discrepancies between these results and those of earlier studies might be due to possible “halo” effects in those studies or to the possibility (suggested by earlier research) that attractiveness and name popularity affect the expectations of experienced teachers more than the expectations of student teachers.

Physical Attractiveness, Year of University, and the Expectations of Student-Teachers

On a con~u cette dtude dans le but de d6terminer si la durde de formation des dlkves-professeurs aiderait A expliquer le rapport entre l'attrait physiques des dlves et les espoirs que ces 6lkves-professeurs fondent sur eux. Nous avons pris comme hypothese que plus les lkves-professeurs poursuivent leurs dtudes universitaires, moins ils sont affectds, dans leurs jugements des 6lkves, par des facteurs superficiels tels que l'attrait physique. Les rdsultats montrent que le niveau universitaire, l'attrait physique et le sexe des 6lives-professeurs ont des effets ind6pendants sur les espoirs qu'ils fondent. Nous rejetons ainsi l'hypoth6se selon laquelle le niveau universitaire influence la relation entre l'attrait physique et les rdsultats escompt6s.

What Teachers Believe-What Children Achieve

of making a prophecy about it. Second, that the act of making a prophecy about a situation is also an act of creating the conditions through which the prophecy is realized. Recent research has presented some convincing evidence that the self-fulfilling prophecy may be at work in educational settings across the country. In a study by Rosenthal and Jacobson eighteen elementary-school teachers were told that certain of