Expectations and high school change: Teacher‐researcher collaboration to prevent school failure

Weinstein, Rhona S.; Soulé, Charles R.; Collins, Florence; Cone, Joan Kernan; Mehlhorn, Michelle; Simontacchi, Karen

doi:10.1007/bf00938027

Cited by 100 publications

(7 citation statements)

References 23 publications

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“…Therefore, the effects of the intervention on students’ academic achievement could be attributed to all of these classroom dimensions. Whereas previous studies (e.g., Rubie-Davies et al, 2015; Weinstein et al, 1991) hypothesized that part of their observed academic gains were attributable to changes in teachers’ classroom behaviors, the present study is the first to empirically test these hypotheses by directly measuring elements of the teacher’s classroom practices and by conducting mediational analyses.…”

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 82%

“…Furthermore, understanding differences between teachers’ expectations of their students leads to questions about whether interventions can be designed to change these mean-level expectations. This topic has not been exhaustively explored through the implementation of interventions (for exceptions see Proctor, 1984; Rubie-Davies, Peterson, Sibley, & Rosenthal, 2015; Weinstein et al, 1991).…”

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

“…As an exception, Weinstein and colleagues (1991) designed an extensive intervention to change the school and classroom climate to improve low achieving ninth grade students’ academic performance and behavior. Whereas one component of this intervention was to raise teachers’ expectations of their students, other elements of the classroom-learning environment were also targeted, such as adapting readings from the honors English courses and using heterogeneous grouping strategies, thereby holding low achieving students to higher standards.…”

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

See 2 more Smart Citations

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Schenke¹,

Nguyen²,

Watts³

et al. 2017

Journal of Educational Psychology

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We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.

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Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 82%

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

See 1 more Smart Citation

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Schenke¹,

Nguyen²,

Watts³

et al. 2017

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Juxtaposing discrepant qualitative and quantitative findings can also generate new and important insights. A good example of this comes from Weinstein and colleagues' (1991) study of a teacher‐focused intervention effort to reduce school failure. In this study examining program effectiveness, quantitative surveys, and school records examined grades and disciplinary records over time, and qualitative interviews recorded teachers' narratives of their in‐depth experiences as teachers and with the intervention effort.…”

Section: Mixed Methods Potential For Advancing the Aims Of Cpmentioning

confidence: 99%

Mixed methods in community psychology: A values‐forward synthesis

Javdani,

Larsen,

Allen

et al. 2023

American J of Comm Psychol

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Mixed methods research (MMR) combines multiple traditions, methods, and worldviews to enrich research design and interpretation of data. In this virtual special issue, we highlight the use of MMR within the field of community psychology. The first MMR studies appeared in flagship community psychology journals over 30 years ago (in 1991). To explore the uses of MMR in the field, we first review existing literature by identifying all papers appearing in either Journal of Community Psychology or American Journal of Community Psychology in which the word “mixed” appeared. A total of 88 publications were identified. Many of these papers illustrate the pragmatic use of MMR to evaluate programs and to answer different research questions using different methods. We coded articles based on Green et al.'s classifications of the purpose of the mixing: triangulation, development, complementarity, expansion, and initiation. Complementarity was the most frequently used purpose (46.6% of articles), and nearly a quarter of articles mixed for multiple purposes (23.86%). We also coded for any community psychology values advanced by the use of mixed methods. We outline three themes here with corresponding exemplars. These articles illustrate how MMR can highlight ecological analysis and reconsider dominant, individual‐level paradigms; center participant and community member experiences; and unpack paradoxes to increase the usefulness of research findings.

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“…Communicating higher demands (presenting challenging tasks) within a supportive climate might help especially lowexpectation students in improving their ability self-concepts, gaining social status among their classmates (Brophy & Good, 1974), and increasing their learning progress by means of productive failure (e.g., Rohrkemper & Corno, 1988;Sinha & Kapur, 2021). Changing teacher expectations, attitudes, behaviors, and consequently their students' performance seems to be a difficult endeavor, as even sophisticated intervention programs often revealed rather small effects or included limited data on how teacher behaviors actually changed through the intervention (e.g., Babad, 1990;Rubie-Davies et al, 2015;Weinstein et al, 1991; see also the meta-analysis by de Boer et al, 2018). However, given that teacher expectancy effects on single outcomes such as performance were most often small to medium (Brophy, 1983;Hattie, 2009;Jussim & Harber, 2005;Raudenbush, 1984;Rosenthal, 1994), interventions yielding at least small effects on student performance appear to serve their purpose.…”

Section: Differential Effects Of Under-and Overestimationmentioning

confidence: 99%

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

Bergold¹,

Steinmayr²

2023

Journal of Educational Psychology

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Previous research has documented reliable effects of teachers' judgments or expectations, respectively, on their students' school performance. However, the importance of those effects has been controversially discussed because of their limited effect size. The impact of teacher judgments on students' lives might have been underestimated due to a neglect of student outcomes other than performance. The present study investigated the effects of teacher under-and overestimations on adolescents' school performance in math and reading, motivational constructs (ability self-concepts, intrinsic motivation, and educational aspirations), and subjective well-being. Participants were 1,092 ninth graders (522 girls; M age = 15.13, SD = 0.72), 52 math teachers, and 48 German (language of instruction) teachers. Teacher judgments uniquely and directly predicted developments over 1 year in performance (math: β = .12; reading: β = .16), ability self-concepts (β = .15; β = .08), aspirations for both school education (β = .12; β = .19) and vocational education (β = .08; β = .12), and life satisfaction in reading only (β = .03; β = .11). The significant effects were located at the student level, whereas there were no significant effects of teachers' general tendency to underestimate or overestimate their students. Both math and German teachers showed a tendency to overestimate their students on average. Underestimation had negative effects and overestimation had positive effects; most effects were linear. Results underscore the impact of teachers' judgments on adolescents' lives inside and outside school and illustrate the benefits of being overestimated and the downsides of being underestimated by teachers. Educational Impact and Implications StatementTeachers' judgments of what their students are able to achieve have been documented to impact student performance, in the sense of a self-fulfilling prophecy. However, because those effects were mostly small, some researchers have disputed their practical importance. The present study documents unique direct effects of teacher judgments on math and reading performance, ability self-concepts, educational aspirations, and life satisfaction in reading only. The results also show that these effects encompass both negative effects of underestimation and positive effects of overestimation. Teacher judgments thus affect many student outcomes at the same time, underscoring their practical importance for students' lives. In addition, results suggest that overestimations, not accurate teacher judgments, are most conducive to adolescents' performance and socio-emotional development.

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Expectations and high school change: Teacher‐researcher collaboration to prevent school failure

Cited by 100 publications

References 23 publications

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Mixed methods in community psychology: A values‐forward synthesis

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

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