Expecting the best for students: Teacher expectations and academic outcomes

British Journal of Educational Psychology

Volumn 76, Issue 3, 2006, Pages 429-444

  Rubie Davies, Christine ^a   Hattie, John ^a   Hamilton, Richard ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; ATTITUDE; CHILD; ETHNIC GROUP; HUMAN; NEW ZEALAND; QUESTIONNAIRE; READING; STATISTICS; STUDENT; UNIVERSITY;

ACHIEVEMENT; ATTITUDE; CHILD; ETHNIC GROUPS; FACULTY; HUMANS; NEW ZEALAND; QUESTIONNAIRES; READING; STUDENTS;

EID: 33749336728     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709905X53589     Document Type: Article

References (47)

1. Babad, E. (1993). Teachers' differential behavior. Educational Psychology Review, 5, 347-376.
2. Babad, E., Inbar, J., & Rosenthal, R. (1982). Pygmalion, Galatea and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74, 459-474.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
4. Baron, R. M., Tom, D. Y. H., & Cooper, H. M. (1985). Social class, race and teacher expectations. In J. B. Dusek (Ed.), Teacher Expectancies (pp. 251-269). Hillsdale, NJ: Erlbaum.
5. Brophy, J. E. (1982). How teachers influence what is taught and learned in classrooms. Elementary School Journal, 83(1), 1-13.
6. Brophy, J., & Good, T. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart and Winston.
7. Cooper, H. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49, 389-410.
8. Cooper, H. (1985). Models of teacher expectation communication. In J. B. Dusek (Ed.), Teacher expectancies (pp. 135-158). Hillsdale, NJ: Erlbaum.
9. Cooper, H., & Good, T. (1983). Pygmalion grows up: Studies in the expectation communication process. New York: Longman.
10. Davies, J. I. (2001). Smartadata (Personal Edition) [Computer software]. Auckland: Smartadata Ltd.
11. Dusek, J. B., & Joseph, G. (1985). The bases of teacher expectancies. In J. B. Dusek (Ed.), Teacher expectancies (pp. 229-250). Hillsdale, NJ: Erlbaum.
12. Ennis, C. D. (1995). Teachers' responses to noncompliant students: The realities and consequences of a negotiated curriculum. Teaching and Teacher Education, 11, 445-460.
13. Ennis, C. D. (1998). Shared expectations: Creating a joint vision for urban schools. In J. Brophy (Ed.), Advances in research on teaching. Expectations in the classroom (pp. 151-182). Greenwich, CT: JAI Press.
14. Entwisle, D. R., & Alexander, K. L. (1988). Factors affecting achievement test scores and marks of black and white first graders. Elementary School Journal, 88(5), 449-471.
15. Fergusson, D. M., Lloyd, M., & Horwood, L. J. (1991). Family, ethnicity, social background and scholastic achievement - an eleven-year longitudinal study. New Zealand Journal of Educational Studies, 26, 49-63.
16. Good, T. L. (1987). Teacher expectations. In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers (pp. 159-200). New York: Random House.
17. Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed., pp. 67-108). Boston, MA: Allyn and Bacon.
18. Good, T. L., & Weinstein, R. S. (1986). Teacher expectations: A framework for exploring classrooms. In K. K. Zumwalt (Ed.), Improving teaching: 1986 ASCD yearbook (pp. 63-85). Alexandria, VA: Association for Supervision and Curriculum Development.
19. Hattie, J. (2003, February). New Zealand education snapshot. Paper presented at Knowledge Wave 2003: The Leadership Forum, Auckland, New Zealand.
20. Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases and accuracy. Journal of Personality and Social Psychology, 57, 469-480.
21. Jussim, L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher expectations. In J. E. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (Vol. 7, pp. 1-48). Greenwich, CT: JAI Press.
22. Keogh, B. K. (2000). Risk, families and schools. Focus on Exceptional Children, 33(4), 1-12.
23. Maton, K. I., & Hrabowski, E A., III. (2004). Increasing the number of African American PhDs in the sciences and engineering: A strengths-based approach. American Psychologist, 59, 547-556.
24. McCaslin, M. M., & Murdock, T. B. (1991). The emergent interaction of home and school in the development of students' adaptive learning. In M. Maehr & R Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 213-259). Greenwich, CT: JAI Press.
25. McKown, C., & Weinstein, R. S. (2002). Modeling the role of child ethnicity and gender in children's differential response to teacher expectations. Journal of Applied Social Psychology, 32, 159-184.
26. McNaughton, S., Phillips, G., & MacDonald, S. (2000). Curriculum channels and literacy development over the first year of instruction. New Zealand Journal of Educational Studies, 35, 49-59.
27. Ministry of Education. (1994). English in the New Zealand curriculum. Wellington, New Zealand: Learning Media.
28. Ministry of Education. (2000). Using running records: A resource for New Zealand classroom teachers. Wellington, New Zealand: Learning Media.
29. Ministry of Education. (2003). Te kotabitanga. Wellington, New Zealand: Learning Media.
30. Muller, C., Katz, S. R., & Dance, J. (1999). Investing in teaching and learning. Urban Education, 34, 292-337.
31. Nichols, S. L., & Good, T. L. (2004). America's teenagers - myths and realities: Media images, schooling, and the social costs of careless indifference. Mahwah, NJ: Erlbaum.
32. Obiakor, F. E. (1999). Teacher expectations of minority exceptional learners: Impact on accuracy of self-concepts. Exceptional Children, 66, 39-53.
33. Pellegrini, A. D., & Blatchford, P. (2000). The child at school: Interactions with peers and teachers. London: Arnold.
34. Raudenbush, S. W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76, 85-97.
35. Smith, G. H., & Smith, L. T. (1996). New mythologies. In P. Spoonley, C. MacPherson, & D. Pearson (Eds.), Nga patai: Racism and ethnic relations in Aotearoa/New Zealand (pp. 1-19). Palmerston North, New Zealand: Dunmore Press.
36. Solomon, D., Battistich, V., & Horn, A. (1996, April). Teacher beliefs and practices in schools serving communities that differ in socioeconomic level. Paper presented at the American Educational Research Association Annual Meeting, New York.
37. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
38. Steele, C. M., & Aronson, J. (1995). Stereotyped threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
39. St. George, A. (1983). Teacher expectations and perceptions of Polynesian and Pakeha pupils and the relationship to classroom behaviour and school achievement. British Journal of Educational Psychology, 53, 48-59.
40. Stoddart, J. (1998). Teacher perceptions of the level of social skills of 5-7 year old children. Unpublished master's thesis, University of Auckland, Auckland.
41. Swann, J. (1985). The Swann Report 1985: Education for all (final report of the Committee of Inquiry into Education of Children from Ethnic Minority Groups). London: HMSO.
42. Wagemaker, H. (Ed.). (1993). Achievement in reading literacy: New Zealand's performance in a national and international context. Wellington, New Zealand: Ministry of Education.
43. Warren, S. R. (2002). Stories from the classrooms: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80, 109-116.
44. Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
45. Weinstein, R. S., Gregory, A., & Strambler, M. J. (2004). Intractable self-fulfilling prophecies: Fifty years after Brown v. Board of Education. American Psychologist, 59, 511-520.
46. Wigfield, A., Galper, A., Denton, K., & Seefeldt, C. (1999). Teachers' beliefs about former Head Start and non-Head Start first-grade children's motivation, performance, and future educational prospects. Journal of Educational Psychology, 91, 98-104.
47. Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers' beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17, 469-485.