Modifying biased teacher expectations in mathematics and German: A teacher intervention study

Neuenschwander, Markus; Mayland, Camille; Niederbacher, Edith; Garrote, Ariana

doi:10.1016/j.lindif.2021.101995

Cited by 5 publications

(9 citation statements)

References 34 publications

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“…Research about teacher expectations has long emphasised that teachers' ideas about students can become reality for students (Neuenschwander et al, 2021;Rosenthal & Jacobson, 1968).…”

Section: Abstract Teacher Expectations • Grounded Theory • Teacher-st...mentioning

confidence: 99%

“…This study sought to explore how students experience their teachers' expectations of them, and there is some literature that suggests that students experience teacher expectations through interactions that communicate differential teacher expectations in the classroom. Extensive research has shown that teachers develop these differential expectations of students based on pre-existing beliefs about students, according to factors like their ethnicities, SES, gender, and prior achievement (Neuenschwander et al, 2021;Nishen et al, 2022). Teachers then communicate their expectations to students and students have psychosocial responses (Wang et al, 2019).…”

Section: Teachers Treat Students Differently According To Expectationsmentioning

confidence: 99%

“…These three needs echo the ways of communicating high expectations discussed above. They are also the three primary social needs identified in the enduring self-determination theory (SDT) (Deci & Ryan, 2008;Niemiec & Ryan, 2009).…”

Section: Environmentmentioning

confidence: 99%

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A grounded theory about how teachers communicated high expectations to their secondary school students

2023

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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.

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“…Research about teacher expectations has long emphasised that teachers' ideas about students can become reality for students (Neuenschwander et al, 2021;Rosenthal & Jacobson, 1968).…”

Section: Abstract Teacher Expectations • Grounded Theory • Teacher-st...mentioning

confidence: 99%

Section: Teachers Treat Students Differently According To Expectationsmentioning

confidence: 99%

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A grounded theory about how teachers communicated high expectations to their secondary school students

2023

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“…In addition, a number of intervention studies have highlighted teachers’ expectation effects (e.g. De Boer et al., 2018; Neuenschwander et al., 2021; Rubie‐Davies et al., 2015). Neuenschwander et al.…”

Section: Introductionmentioning

confidence: 99%

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

Hollenstein,

Brühwiler,

König

2024

Euro J Social Psych

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Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student‐related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student‐related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.

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“…The students can take lessons both directly and indirectly. In contrast, Neuenschwander et al (2021) cultural learning experience and an essential component of teachers' understanding of students and their families (Oinas et al, 2022). Then Martin et al (2022) said that teachers and parents could address their concerns and share their experiences through home visits.…”

Section: Introductionmentioning

confidence: 99%

Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

Nugraha

Syarifudin

2022

al.ibtida.snj

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Due to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.

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Modifying biased teacher expectations in mathematics and German: A teacher intervention study

Cited by 5 publications

References 34 publications

A grounded theory about how teachers communicated high expectations to their secondary school students

A grounded theory about how teachers communicated high expectations to their secondary school students

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

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