Teachers' Expectancies: Determinants of Pupils' IQ Gains

Rosenthal, Robert; Jacobson, Lenore

doi:10.2466/pr0.1966.19.1.115

Cited by 289 publications

(146 citation statements)

References 2 publications

(1 reference statement)

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“…It may be better to be optimistic and to predict that a student will successfully complete the course when he or she will not than to be pessimistic and to predict that a student will not successfully complete the course when they may. If instructors know that a student is not likely to be successful they may interact with the student differently (Rosenthal & Jacobson, 1966). Thus, it is preferable to overestimate success in the course.…”

Section: Discussionmentioning

confidence: 99%

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

Zimmerman¹,

Johnson²

2017

OLJ

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Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the first lesson quiz. At the end of the semester, whether each student completed the course with a grade of D or higher was recorded. It was hypothesized that students who successfully completed the course would have favorable ratings on each of these variables. While there were no significant differences between students who did and did not successfully complete the course in terms of anxiety, attitudes, or expected time commitment, students who completed the course had higher scores on the GOALS, higher expected grades, and higher scores on the first quiz of the semester. Stepwise logistic regression found that students' attitudes towards statistics teachers and scores on the first quiz of the semester could be used to predict whether students would successfully complete the course. Based on these findings, suggestions for online instructors are given.

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Section: Discussionmentioning

confidence: 99%

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

Zimmerman¹,

Johnson²

2017

OLJ

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“…6 Telling teachers that their class is enriched with gifted students, for example, somehow leads to more gains in scholastic achievement than the average class during the same time interval. 7 Similarly, a psychiatrist would need almost super-human objectivity to check whether intense psychotherapy sessions improved the patient beyond the effects of standard treatment alone. Arguably, a degree of positive self-belief may be indispensable for sustaining a career during difficult times where patients are terminal and treatments are generally ineffective.…”

Section: Lack Of Double Blindingmentioning

confidence: 99%

Judging Whether a Patient is Actually Improving: More Pitfalls from the Science of Human Perception

Redelmeier

Dickinson

2012

J GEN INTERN MED

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“…However, research indicates that effective use of instructional models is often inhibited by PE teachers' negative beliefs about their students (Curtner-Smith, Hastie and Kinchin, 2008;Li and Cruz, 2008;McMahon and MacPhail, 2007;O'Leary, Longmore and Medcalf, 2014). The 'Pygmalion effect' or teacher expectancy theory (Rosenthal and Jacobson, 1966) may operate more publicly in PE than other subjects simply because most student responses are observable (Templin, 1979).…”

Section: Factors Influencing Teachers' Interpretation and Delivery Ofmentioning

confidence: 99%

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

Jayantilal

O’Leary

2016

European Physical Education Review

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The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned.

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Teachers' Expectancies: Determinants of Pupils' IQ Gains

Cited by 289 publications

References 2 publications

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

Judging Whether a Patient is Actually Improving: More Pitfalls from the Science of Human Perception

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

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