ERIC Number: ED080567
Record Type: RIE
Publication Date: 1973-Jun
Reference Count: 0
Teacher Expectations and Student Achievement: A Replication and Extension. Final Report.
Wilkins, William E.; Glock, Marvin D.
Critiques of the Rosenthal research on experimenter bias and teacher expectancy have demonstrated that few, if any, conclusions can be drawn from it. From other research concerning the factors in and effects of teacher expectancy, it appears that elementary school children make accurate perceptions of subtle affective and cognitive behaviors of teachers and peers. Furthermore, it seems reasonable that pupils can perceive differential expectations of the teacher and that these perceptions may be a vital link in whatever communication system may be involved in the self-fulfilling prophecy process. This study utilized all students in 24 classrooms, grades 1-6, who were administered achievement and learning potential tests at the beginning of the school year. After teachers ranked their students according to how much achievement growth they expected from them, experimental pairs were selected and members of the pairs were randomly assigned to treatment and control groups. A questionnaire to discern pupils' perceptions of teachers' differential expectations and treatment of students was also administered. Teachers were told that test scores indicated that certain students should advance much more rapidly than the teachers had anticipated. Observations were made in each classroom. No significant effects of experimental manipulation of teacher expectations were found. It was concluded, therefore, that the Rosenthal findings are spurious. (For related document, see TM 003 083.) (KM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Cornell Univ., Ithaca, NY.