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ERIC Number: EJ861187
Record Type: Journal
Publication Date: 2009-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0022-0663
The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years
Hinnant, J. Benjamin; O'Brien, Marion; Ghazarian, Sharon R.
Journal of Educational Psychology, v101 n3 p662-670 Aug 2009
There is relatively little research on the role of teacher expectations in the early school years or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesser extent, math ability. In predicting actual future academic achievement, results showed that teacher expectations were differentially related to achievement in reading and math. There was no evidence that teacher expectations accumulate but some evidence that they remain durable over time for math achievement. In addition, teacher expectations were more strongly related to later achievement for groups of children who might be considered to be at risk. (Contains 7 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A