The bases of teacher expectancies: A meta-analysis.

Dusek, Jerome B.; Joseph, Gail E.

doi:10.1037/0022-0663.75.3.327

Cited by 262 publications

(188 citation statements)

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“…Among the student characteristics that may influence teacher expectations, students' previous achievement, their sociodemographic background (e.g., age, ethnicity, gender, socioeconomic status) and motivation have been emphasized (Alvidrez & Weinstein, 1999, de Boer et al, 2010Bruns et al, 2000;Dusek & Joseph, 1983;Nurmi, 2012;RubieDavies et al, 2006).Accordingly, one of the factors that exert considerable influence on teachers' expectations and that may influence their practice involves students' previous performance (Bruns et al, 2000).It is expected that a student presenting a good record of achievement and interested behavior at school will behave consistently in the present, as well as the opposite (i.e. low previous performance generates lower expectations).…”

Section: Formulation Of Teacher Expectationsmentioning

confidence: 99%

“…low previous performance generates lower expectations). Concerning the sociodemographic factors, ethnicity and socioeconomic status (SES) are consideredrelevant factors forthe formulation of teacher expectations, which are frequently lower for students from minority ethnic backgrounds and/or of lower SES (Dusek & Joseph, 1983). In the sphere of the sociodemographic factors, the influence of gender is less consensual, given that whereas some studies identify scarce or inexistent differences in teacher expectations based on gender, othersidentify some specific effects according to school grade and area of studies (Alvidrez & Weinstein, 1999;Bruns et al, 2000;Dusek & Joseph, 1983).Regarding students other personal, social, and behavioral factors, the literature indicates a wide set of characteristics that can lead to the formulation of higher expectations, namely intellectual ability, social assertiveness, physical underestimation, and other study-related behaviors and attitudes such as study habits, compliance with rules, self-control, and autonomy (Bennett, Gottesman, Rock, & Cerullo, 1993, Dusek & Joseph, 1983.…”

Section: Formulation Of Teacher Expectationsmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Carvalho¹,

Abreu²

2018

Paidéia (Ribeirão Preto)

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Abstract:The relation between teachers' expectations and students' academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers' estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers' estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students' intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance. Keywords: teacher expectations, academic achievement, student characteristics Características dos Estudantes e Estimativas dos Professores acerca do seu Desempenho AcadêmicoResumo: A relação entre as expectativas dos professores e o desempenho acadêmico dos estudantes tem recebido muito interesse da investigação. Neste estudo, analisamos a extensão em que a informação sobre os estudantes influencia as estimativas docentes acerca do seu potencial desempenho acadêmico. A amostra consistiu em 491 professores, com idades entre 26 e 82 anos (M idade = 43). Para avaliar as estimativas, foram criados diferentes excertos contendo informação sobre estudantes hipotéticos, acerca dos quais era solicitada estimativa de sucesso escolar. Cada excerto tinha duas versões (A e B), conforme a informação sobre o estudante fosse mais ou menos favorável, relativamente a variáveis intelectuais, sociodemográficas, autorregulação e desempenho anterior. Os resultados mostram diferenças moderadas entre as estimativas dos participantes que receberam a versão A, comparativamente aos que receberam a versão B, permitindo concluir que aquelas características são relevantes na forma como os docentes desenvolvem estimativas acerca do desempenho acadêmico dos estudantes. Palavras-chave: expectativas do professor, rendimento escolar, características do estudante Características de los Estudiantes y la Estimación de sus Logros Académicos por los ProfesoresResumen: La relación entre las expectativas de los profesores y el rendimiento académico de los estudiantes ha sido investigada con gran interés. En este estudio se analiza la influencia de la información sobre los estudiantes, en la formulación de estimaciones docentes acerca de sus rendimientos académicos. La muestra estuvo compuesta por 491 profesores, comprendidos entre los 26 y 82 años de edad (M edad = 43). Para evaluar las estimaciones, fueron creados diferentes extractos con información sobre estudiantes hipotéticos, acerca de los cuale...

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Section: Formulation Of Teacher Expectationsmentioning

confidence: 99%

Section: Formulation Of Teacher Expectationsmentioning

confidence: 99%

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Carvalho¹,

Abreu²

2018

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

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“…There is also evidence that teachers, parents, and peers expect higher academic performance from physically attractive individuals [26][27][28][29][30]. Hence, the Q-sort raters could be influenced by a child's attractiveness in their rating of the child's intellectual capacity which could cause a spurious association between the target variables.…”

Section: Physical Attractivenessmentioning

confidence: 99%

Predicting Intellectual Ability and Scholastic Outcomes with a Single Item: From Early Childhood to Adulthood

Dunkel

Murphy

2014

J. Intell.

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Previous research shows that perceived intelligence judgments significantly correlate with measured intelligence scores. The present study investigated the developmental trajectory of the association between perceived intelligence and measured intelligence. Using the Block and Block longitudinal dataset, we examined the relationship between a single rating of "high intellectual ability" made in early childhood by targets' preschool teachers with future intellectual ability and scholastic outcome measures, including IQ scores, grade-point average, SAT scores, and educational attainment. Even when controlling for variables including attractiveness, parental education levels, the General Factor of Personality, and socioeconomic status, correlations between early childhood intelligence perceptions and later intellectual measures were significant, large, and robust. Results are discussed in terms of potential mechanisms and cues in early childhood that may reveal future intellectual abilities.

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“…The research literature has described the cultural elements of race and class by how teachers interact with students of a different race and class (Junor Clarke & Thomas, 2009;Kozol, 1992;Dusek & Joseph, 1985). In addition, research within the education profession has described how teachers' concerns relate to what approaches they take in the delivery of content to students.…”

Section: Conceptual/theoretical Frameworkmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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The bases of teacher expectancies: A meta-analysis.

Cited by 262 publications

References 81 publications

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Predicting Intellectual Ability and Scholastic Outcomes with a Single Item: From Early Childhood to Adulthood

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

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