ERIC Number: ED257820
Record Type: Non-Journal
Publication Date: 1984-Mar
Reference Count: N/A
Ecology of Students' Achievement Expectations. Final Report.
Weinstein, Rhona S.; Marshall, Hermine H.
This report presents the findings of a three-year study that was based on the hypothesis that expectations play a critical role affecting different educational opportunities and rewards for learning, ultimately contributing to differences in educational outcomes between individuals and groups of individuals. The study assessed how 579 students in grades l, 3, and 5 perceived teachers' treatment of male and female high and low achievers. Relationships between student perception measures, teacher and parent expectations, and students' achievement gains over the course of the school year were investigated. Preliminary results suggested that students as early as the first grade are aware of differences in how teachers interact with high and low achievers in the classroom. In their own treatment as well, first grade high and low teacher expectancy students reported differential teacher treatment. Evidence was found for developmental differences (as well as classroom differences) in the extent of student awareness of specific teacher expectations. Copies of the instruments used in the study are appended. (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.