Teacher expectations and perceptions of student attributes: Is there a relationship?

Abstract

This study adds weight to the argument that class level expectations are important for student learning. Teacher moderators appear to relate to differing teacher beliefs and attributes (mediators) and hence may lead to variance in the instructional and socio-emotional climate of the classroom.

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

“…The empirical evidence for an association between teachers' perceptions of student attributes and their expectations for students' future academic performance is rather limited, but there are several prior studies that have focused on this subject. Teachers' expectations for the academic achievement of primary school students have been found to be positively related to students' perceived assertiveness, independence (Alvridez and Weinstein 1999;Bonvin and Genoud 2006;Rubie Davies 2010), and self-confidence (Driessen 2006;Rubi-Davies 2010). These studies indicate that teachers tend to have higher expectations of a student if they perceive the student as independent and more confident.…”

“…These studies indicate that teachers tend to have higher expectations of a student if they perceive the student as independent and more confident. Moreover, teachers' expectations were found to be associated with their perceptions of the students' social behavior in the classroom (Bennet et al 1993;Driessen 2006;Hecht and Greenfield 2002;LaVoie and Adams 1973) and engagement (Kelly and Carbonaro 2012;Rubie-Davies 2010). For example, in an experimental study among 350 teachers, LaVoie and Adams (1973) found that children for whom teachers perceived low grades in personal and social growth, work habits, and attitudes, were predicted to have less ability and lower aspirations than children with acceptable conduct.…”

“…Although this debate initially focused on ethnic minority groups in general, attention gradually shifted to equity in educational opportunities of students from Turkish and Moroccan backgrounds, as they constitute the largest minority groups in the Netherlands. However, little is known about factors other than students' abilities and background variables that shape teachers' expectations of the future academic performance of their students (Hecht and Greenfield 2002;Hughes et al 2005;Rubie-Davies 2008, 2010. Nonetheless, it is important to understand which factors, personal impressions, or perceptions shape teachers' expectations (Hughes et al 2005;LaVoie and Adams 1973), because the teachers' expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Helwig et al 2001;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010.…”

“…However, little is known about factors other than students' abilities and background variables that shape teachers' expectations of the future academic performance of their students (Hecht and Greenfield 2002;Hughes et al 2005;Rubie-Davies 2008, 2010. Nonetheless, it is important to understand which factors, personal impressions, or perceptions shape teachers' expectations (Hughes et al 2005;LaVoie and Adams 1973), because the teachers' expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Helwig et al 2001;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010. In shaping expectations of the future academic performance of students, teachers may partly rely on their perceptions of students' behavior in the classroom and the students' motivation while working on tasks (e.g., Bennet et al 1993;Driessen 2006;Hughes et al 2005;Kelly and Carbonaro 2012).…”

“…(Hoge 1984, p. 216) and to what extent can these perceptions of student attributes be seen as an explanation of why teachers have lower or higher expectations for particular groups of students. According to Rubie-Davies (2010), this is a worthy area of research because an increased understanding of the association between teacher expectations and perceptions of student attributes may ultimately assist in isolating teacher and student characteristics that appear to have important consequences for student social and academic outcomes. The aim of the present study is therefore to contribute to the body of knowledge on this relationship between teacher expectations and perceptions by investigating why, for some (groups of) students, the expectations of their teachers concerning the future academic performance do not correspond to their current academic performance.…”