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ERIC Number: ED211534
Record Type: Non-Journal
Publication Date: 1977
Pages: 10
Abstractor: N/A
Reference Count: N/A
Is the Expectancy Phenomenon Operating in My Gym?
Hutslar, Sally
A brief explanation of the factors associated with the "pygmalion effect" is presented and focuses on how teacher expectations of high or low student performance in a physical education class may influence the student's actual achievement. A model identifying four areas of teacher student interaction that differ with regard to high and low expectancy students is given. The first area is input, the amount and difficulty of new material presented to students. Students labeled as slow have been found to receive fewer opportunities to learn new material. The second is climate, the tone of the interaction process between teacher and student. Teachers appear to create a warmer atmosphere for brighter students. Feedback, the third area, is the teacher's use of praise and criticism after academic exchange. Teachers tend to praise high expectancy students more frequently. The fourth area is output, the length of time the teacher is willing to spend seeking a successful conclusion and the frequency with which the student is engaged in academic behavior. Using this model, a list of questions is presented that can serve as an indicator of teacher actions in relation to teacher expectations. This list can serve as a general guide for a teacher in evaluating interaction patterns with high and low ability students. A technique for teacher self-evaluation using classroom observations and a behavior checklist is outlined. (JD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A