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ERIC Number: ED083345
Record Type: Non-Journal
Publication Date: 1973-Aug-28
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher and Experimenter Bias Effects on Children's Learning and Performance.
Dusek, Jerome B.
Three experiments were conducted to examine the effects of adult expectations on children's learning and performance; one in-classroom study and two experimental studies were made in order to investigate developmental trends in susceptibility to expectancy effects and the relationship of induced vs. self-generated expectancies vis-a-vis children's learning and performance. The major experiment was a 1-1/2 year longitudinal study of teacher bias and expectancy effects on the Stanford Achievement Test (SAT) performance of children in two grade 2 and grade 4 classrooms. The major findings were that: telling teachers students will do well did not alter children's SAT performance; teacher ranking was significanlty related to SAT performance from each of the five testing periods; and, there were no interactions with grade level. These findings were interpreted as indicating that teachers are good predictors of children's academic potential and do not "bias" children's education. The finding of the grade level X experimenter sex X sex of Ss X time study of experimenter bias was the significant triple interaction involving grade level, bias condition, and sex of Ss; this interaction reflected a general trend of older Ss to be more influenced by biasing effects of experimenters than younger Ss. The second experimental study revealed essentially the same effects for experimenters in who bias was induced and those who predicted performance themselves (self-generated bias). (Author/RJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests