ERIC Number: EJ1167178
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Exploring Longitudinal Changes in Teacher Expectancy Effects on Children's Mathematics Achievement
Jamil, Faiza M.; Larsen, Ross A.; Hamre, Bridget K.
Journal for Research in Mathematics Education, v49 n1 p57-90 Jan 2018
The current study uses a large, nationally representative data set and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with 5 time points between kindergarten and 8th grade as well as multigroup modeling to examine group differences in teacher expectancy effects on achievement for girls and minority students. Results indicate that students' experiences with teacher expectations from 1 time point to the next are not significantly associated with one another, but their association with future student achievement grows over time. Teacher expectancy effects in mathematics are stronger for White girls, minority girls, and minority boys than they are for White boys. Implications for teaching are discussed.
Descriptors: Teacher Expectations of Students, Mathematics Achievement, Elementary Secondary Education, Longitudinal Studies, Gender Differences, Racial Differences, Ethnicity, Children, Surveys, Socioeconomic Status, Family Income, Family Structure, Parent Background, Educational Attainment, Mothers, Class Size, Enrollment, Rating Scales, Statistical Analysis
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A