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ERIC Number: EJ819979
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: 96
ISBN: N/A
ISSN: ISSN-0548-1457
Linking Black Middle School Students' Perceptions of Teachers' Expectations to Academic Engagement and Efficacy
Tyler, Kenneth M.; Boelter, Christina M.
Negro Educational Review, v59 n1-2 p27-44 Spr-Sum 2008
Teachers' expectations are consistent predictors of performance outcomes for elementary, middle, and secondary students. However, the literature is not as clear in articulating exactly how teacher expectations influence such outcomes. Thus, the purpose of this study is to examine whether perceptions of teachers' expectations are predictive of students' academic efficacy and engagement. Two hundred sixty-two Black middle-grade students reported their perceptions of their teachers' expectations for classroom performance, along with their academic engagement and academic efficacy. Perceived teacher expectation emerged as a significant predictor of students' academic efficacy and each form of academic engagement. Limitations and future research directions are discussed. (Contains 5 tables.)
Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A