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Peer reviewed Peer reviewed
ERIC Number: EJ643711
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects.
Kuklinski, Margaret R.; Weinstein, Rhona S.
Child Development, v72 n5 p1554-78 Sep-Oct 2001
Evaluated a path model of teacher expectancy effects in 376 first- through fifth-grade urban children. Found that classroom environment and developmental differences moderated the strength of teacher expectancy effects on students' year-end achievement. Results suggested that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. (Author/KB)
Descriptors: Academic Achievement, Age Differences, Comparative Analysis, Effect Size, Elementary School Students, Elementary School Teachers, Models, Self Concept, Student Attitudes, Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Mediating Factors