ERIC Number: ED221530
Record Type: Non-Journal
Publication Date: 1982-Jul
Reference Count: N/A
Research on the Self-Fulfilling Prophecy and Teacher Expectations.
Brophy, Jere E.
Literature and research studies concerning self-fulfilling prophecy effects are reviewed in this document. Works concerning the Pygmalion Controversy, the existence of self-fulfilling prophecy effects of teacher expectations, and the strength and reality of these effects are cited. The document's sections discuss the effects of teacher expectations and: (1) the appropriateness of differential teacher expectations and teacher-student interaction patterns; (2) the mediation of self-fulfilling prophecies in the classroom; (3) the role of individual differences in teachers; (4) the role of individual differences in students; (5) conceptualizing self-fulfilling prophecy effects in the classroom; (6) implications for research; and (7) implications for teaching and for teacher education. It is concluded that a minority of teachers have major expectation effects on their students' achievement but that such effects are minimal for most teachers because their expectations are generally accurate and open to corrective feedback. (Author/JD)
Descriptors: Academic Achievement, Educational Research, Elementary Secondary Education, Expectation, Student Behavior, Student Evaluation, Student Reaction, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teacher Response
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($8.00).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC. Teaching and Learning Program.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.