ERIC Number: ED257805
Record Type: Non-Journal
Publication Date: 1984-Oct
Reference Count: N/A
Ecology of Students' Achievement Expectations. Executive Summary.
Weinstein, Rhona S.; Marshall, Hermine H.
A summary is presented of a study addressing three major questions concerning student mediation of teacher expectancy effects upon the performance and self-concept of elementary school students. These questions were: (1) Are there developmental differences in children's capacity to perceive differential treatment (toward others as well as themselves) and to apply communicated information about ability to themselves? (2) How do classrooms identified by children as exemplifying a great deal versus very little differential teacher treatments differ from each other in terms of teachers' and students' perceptions of student ability and expectations for performance, structural and interactional features of classroom processes, student achievement outcomes, and parental beliefs about achievement and expectations; and (3) Does initial student self-concept influence student susceptibility in how they perceive teacher treatement and how they respond to teacher expectancy clues? An overview is presented of the methods used in the study and findings are briefly analyzed. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., Berkeley. Dept. of Psychology.