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Peer reviewed Peer reviewed
ERIC Number: EJ304977
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Student Perceptions of Differential Teacher Treatment as Moderators of Teacher Expectation Effects.
Brattesani, Karen A.; And Others
Journal of Educational Psychology, v76 n2 p236-47 Apr 1984
Students acquire information about their abilities by observing the differential treatment accorded high and low achievers. They then revise their own achievement expectations and perform according to the expectations perceived. This article reports the findings of two studies of elementary school reading classes that tested hypotheses derived from this model. (Author/BS)
Descriptors: Academic Achievement, Classroom Research, Elementary Education, Expectation, High Achievement, Low Achievement, Predictive Validity, Reading Instruction, Self Evaluation (Individuals), Student Evaluation of Teacher Performance, Teacher Behavior, Teacher Influence
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Comprehensive Tests of Reading Skills; Student Expectations; Teacher Expectations; Teacher Treatment Inventory (Weinstein et al)
Note: Parts of this article were presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981). This research was supported by National Institute of Education Grants G-79-0078 and G-80-0071 and by the National Institute of Mental Health Grant 1-R01-MH34379-01.