ERIC Number: ED165079
Record Type: RIE
Publication Date: 1977
Intervening in Expectation Communication: The "Alterability" of Teacher Expectations.
Cooper, Harris M.
Theoretical and practical implications of the proposition that teachers' differential behavior toward high and low expectation students serves a control function were tested. As predicted, initial performance expectations were found related to later perceptions of control over performance, even when the initial relationship between expectations and control was removed, while initial control was not found related to later expectations. On a practical level, the effects of teacher participation in an expectation experiment were assessed. "Unalterable" teachers, whose expectations were found most predicatable from the sex and I.Q. of their students, reported not being affected by experiment participation while "alterable" teachers did. Students of "alterable" teachers showed greater relative reading gains over the school year than students of "unalterable" teachers. Means indicate that "alterable" lows closed the gap between themselves and "alterable" highs, and that by the end of the school year "unalterable" lows tended to have lesser effort-outcome covariation beliefs than "unalterable" highs, while students in "alterable" highs showed a relative gain in effort-outcome covariation belief when compared to "unalterable" lows. (Author)
Descriptors: Academic Ability, Academic Achievement, Elementary Education, Elementary School Teachers, Expectation, Locus of Control, Performance Criteria, Performance Factors, Research Projects, Student Behavior, Student Characteristics, Student Teacher Relationship, Teacher Attitudes
Harris M. Cooper, Center for Research in Social Behavior, 111 E. Stewart Rd., Columbia, MO 65201
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: N/A