Teachers' Expectations and Pupil Performance

Mendels, Glen E.; Flanders, James P.

doi:10.2307/1161879

American Educational Research Journal

1973

DOI: 10.2307/1161879

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Teachers' Expectations and Pupil Performance

Glen E. Mendels¹,

James P. Flanders

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Cited by 3 publications

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“…On the other hand the studies which failed to replicate the Rosenthal findings, while usually characterized by a somewhat more refined grasp of statistics and research design (Fleming & Anttonen, 1971;Mendels & Flanders, 1973;O'Connell, Dusek, & Wheeler, 1974), often appeared to bias the research operations against a positive result.…”

mentioning

confidence: 99%

Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Crano¹,

Mellon²

1978

Journal of Educational Psychology

100

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This experiment investigated the causal interplay of teachers' expectations and children's academic performance. In a 4-year longitudinal study of 4,300 British beginning elementary school children, a series of cross-lagged panel correlational analyses indicated that the preponderant cause in the achievement-expectancy relationship was that of teachers' expectations causing children's achievements to an extent appreciably exceeding that to which children's performance impinged on teachers' attitudes. Teachers' evaluations of children's social performance affected later achievement to an extent exceeding that attributable to academic expectations. The methodological and substantive implications of these findings are discussed.

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mentioning

confidence: 99%

Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Crano¹,

Mellon²

1978

Journal of Educational Psychology

100

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“…Rosenthal (Rosenthal, 1971;Rosenthal & Jacobson, 1968;Rosenthal & Rubin, 1971) and others (Beez, 1968;Palardy, 1969) who have argued that test information can exert a powerful influence on teachers' perceptions of their pupils do not claim that perceptions of all pupils are affected by test information. Neither do dissenters from the Rosenthal position (Fleming & Anttonen, 1971;Jose & Cody, 1971;Mendels & Flanders, 1973;Wilkins & Glock, 1973) suggest that test information has no effect on teacher perceptions.…”

mentioning

confidence: 99%

Proportion and direction of teacher rating changes of pupils' progress attributable to standardized test information.

Airasian¹,

Kellaghan²,

Madaus³

et al. 1977

Journal of Educational Psychology

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This experiment investigated the magnitude and direction of the effect of standardized test information on teachers' ratings of 1,566 pupils. Fortyseven second-grade Irish teachers were randomly divided into three groups: no testing, testing with no return of test results, and testing with return of pupil test performance. Teachers rated their pupils' class position in mathematics and English reading early in the school year. The Drumcondra Achievement Test Series was administered subsequently and results returned to teachers in January-February. Teachers rerated all pupils in May. Teachers receiving test results shifted more student ratings than teachers not receiving test results. Shifts tended to be positive and for fewer than 10% of the students.Studies of the effects of standardized test information on teachers' perceptions of their pupils have left two important questions unanswered: (a) For what proportion of pupils is test information likely to alter teacher perceptions? and (b) Is there a preponderant direction in which teachers' ratings are revised? It is necessary that these questions be examined to provide a context within which to consider the potential impact of test information on teacher judgments of pupils.Standardized test information is rarely introduced into a vacuum. Long before the formal introduction of test results, teachers generally have a large store of anecdotes, experiences, and observations to draw upon in forming perceptions of their pupils (

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Effects of student physical attractiveness

Krnjajic

2005

ZIPI

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Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere of interpersonal perception around the mid-20th century, led to a relatively great number of studies on stereotype based on physical attractiveness. One of the most often quoted conclusions of studies on physical attractiveness is summarized by the idiom "what is beautiful is good". For example, socially desirable personality traits (responsibility kindness, energy quality, modesty), more successful private and professional life, are all attributed to physically attractive persons. In addition physical attractiveness is coupled with positive expectations, peer acceptance, academic achievement etc. On the basis of studies on the "what is beautiful is good" stereotype, we have situated our analysis within the domain of roles regulating social interaction between teachers and students i.e. effects of physical attractiveness on teacher expectations, peer acceptance and academic achievement

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Teachers' Expectations and Pupil Performance

Cited by 3 publications

References 0 publications

Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Proportion and direction of teacher rating changes of pupils' progress attributable to standardized test information.

Effects of student physical attractiveness

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