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ERIC Number: EJ1200498
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1380-3611
Do Teachers Differ in the Level of Expectations or in the Extent to Which They Differentiate in Expectations? Relations between Teacher-Level Expectations, Teacher Background and Beliefs, and Subsequent Student Performance
Timmermans, Anneke C.; Rubie-Davies, Christine M.
Educational Research and Evaluation, v24 n3-5 p241-263 2018
Previous studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated more perceived students generally as more competent, but felt less related to the school team, and perceived more classroom stress. Differentiation in expectations was negatively related to end-of-year mathematics scores.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand