This literature review critically synthesizes 10 years of international teacher expectations research using a simplified "expectation effect process" model. New developments in teacher expectation research are outlined, including effects of teacher expectations on students, teachers' development of expectations, teachers' differential treatment of students, and students' reactions to teacher expectations. A brief overview of pre-2008 research presents the foundations of the post-2008 research using the same "expectation effect process" model. A separate section about Australian research is also included. Results of the literature review show that while qualitative research on the topic has increased from 2008 to 2018, quantitative studies still prevail and qualitative studies on the topic-particularly those which consider students' perspectives-are rare. Hence, this article argues that the development of a more holistic, in-depth understanding of how teacher expectations affect student outcomes is possible through contextually embedded qualitative research that includes exploration of students' reactions to teacher expectations. In this way, further understandings about how and why expectation effects vary between students could be gained.
BackgroundThe number of patients waiting for a kidney transplant surpasses available organs. Living donor kidney transplantation (LDKT) can expand the organ pool. However, Hispanics have lower rates of LDKT than non-Hispanic whites, largely due to a lack of awareness and knowledge about LDKT as a treatment option. To reduce this disparity about LDKT, Northwestern University faculty in partnership with the National Kidney Foundation of Illinois, developed a website culturally targeted to Hispanics about LDKT, called Infórmate.ObjectiveThis paper describes a pilot mass media campaign about LDKT which leveraged Infórmate to provide additional education about LDKT targeting the Hispanic public in Chicago, IL. We report the impact of the campaign on visits to Infórmate.MethodsThe mass media campaign was conducted in Chicago, IL from July 16, 2015 to January 17, 2016 in two waves. The campaign used traditional media, online media, and community-based venues. The campaign's bilingual (Spanish and English) messaging addressed key topics about kidney disease and LDKT, and included a call to action to visit Infórmate to learn more. Google Analytics was used to evaluate the effectiveness of the campaign's call to action by measuring the number of visits to Infórmate, visit duration, bounce rate, number of pages visited, pages most often visited, user demographics, and media channel.ResultsInfórmate received an average of 1466 sessions per month during the entire campaign period, with a 16.7% return rate. Sessions and visitors increased during the entire campaign period compared to the pre- and post- campaign periods. Visits lasted an average of 1:26 min, with a bounce rate of 73.9% per session. Users visited an average of 1.93 pages, and the pages with the most views were Immigrant Issues and Financial Issues. Most sessions during this period occurred in the USA (69.57%) out of 100 countries, and in the city of Chicago (13.37%). Sessions were mostly conducted by men (54.1%) and people ages 18–34 (61%). Visitors accessed Infórmate primarily through their desktop computer (53.1%), and by typing the website address directly into their browser (32.78%).ConclusionsOur findings suggest that our pilot mass media campaign's call to action was effective in increasing the Hispanic public's traffic to Infórmate. Google Analytics data can help to strategize future campaign messages and outlets. Future research should assess whether a theoretically-driven mass media campaign increases the Hispanic public's knowledge about LDKT, and increases rates of LDKT.
Words and stories have the power to resonate with people. Composite narratives can be constructed using multiple participant accounts, representing their experiences while also capturing the properties and categories of qualitative research findings. The ability of composite narratives to represent the multiple facets of theory construction through a singular narrative point-of-view is unique and provides a concise and credible method to present research findings. This paper explains how composite narratives can be constructed to present the research data that findings are built upon through an illustrative example of the process. The example of a composite narrative presented in this article is one of a larger set from a grounded theory study about a substantive group of Australian students’ experiences of their interactions in the classroom that communicate their teachers’ expectations of them. Narratives have the power to affect change in society by enhancing the transferability of research findings, presenting research findings with impact because they are engaging and memorable for readers. Qualitative researchers who are interested in composing composite narratives to reflect multiple participants’ different experiences, through interview data, will benefit from the justification and example of the technique, which provides a model for future research.
High teachers’ expectations are associated with improved student academic achievement. However, no research explains how students experience their teachers’ expectations, from their points of view. A new theory was developed to achieve the study’s aim of accounting for how high expectations were experienced by 25 students in Western Australia. The findings offer educators student-focused perspectives of how to convey high teacher expectations that lead to improved student academic outcomes. Straussian grounded theory (Strauss, 1990) methods were used to generate substantive theory together with the Year 10 students in three Western Australian public schools, through data including more than 100 classroom observations and 175 interviews. The theory generated from the data provides a lens for understanding how teachers communicated high expectations through confidence, approach, relationship, and environment. Students identified practices that communicated high expectations that add to existing knowledge in the literature. The students recognised high expectations, then described how they responded by becoming motivated, engaged in learning, and acting to improve their academic outcomes. Teachers might draw on the substantive theory to inform classroom interactions that communicate high expectations in their own teaching contexts.
Play-based learning is an approach used in early childhood education that is well supported by research on its varieties and effectiveness for young children’s learning. Play-based learning meets the developmental needs of young children, but new research presented in this paper suggests that teenagers learn through play too. The experience of 25 Year 10 students in three Western Australian government schools was drawn upon to generate grounded theory about how students experience their teachers’ expectations of them, which included findings that playful learning approaches communicated high teacher expectations. The students were shadow-studied in their classrooms and interviewed at the end of each day. Teachers were appraised as having high expectations when they included a playful learning approach, characterised as creative, exploratory, hands-on, fun and non-didactic. The students reflected that this led to increased motivation and academic success. A foundation for conceptualising play in teenagers’ education is provided, suggesting how secondary school educators can harness play and communicate high expectations for learning through their pedagogical approach.
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