Teacher expectations and beliefs: Influences on the socioemotional environment of the classroom

Educational Psychology: Concepts, Research and Challenges

Volumn , Issue , 2010, Pages 134-148

  Rubie Davies, Christine M ^a   Peterson, Elizabeth R ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84891798062     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203838884     Document Type: Chapter

References (44)

1. Babad, E., Bernieri, F. and Rosenthal, R (1989a) 'Nonverbal communication and leakage in the behavior of biased and unbiased teachers', Journal of Personality and Social Psychology, 56: 89-94
2. Babad, E., Bernieri, F. and Rosenthal, R. (1989b) 'When less information is more informative: diagnosing teacher expectations from brief samples of behaviour', British Journal of Educational Psychology, 59: 281-95
3. Babad, E., Bernieri, F. and Rosenthal, R. (1991) 'Students as judges of teachers' verbal and nonverbal behavior', American Educational Research Journal, 28: 211-34
4. Babad, E., Inbar, J. and Rosenthal, R. (1982) 'Pygmalion, Galatea and the Golem: investigations of biased and unbiased teachers', Journal of Educational Psychology, 74: 459-74
5. Babad, E. and Taylor, P.B. (1992) 'Transparency of teacher expectancies across language, cultural boundaries', Journal of Educational Research, 86: 120-5
6. Baron, R.M., Tom, D.Y.H. and Cooper, H.M. (1985) 'Social class, race and teacher expectations', in J.B. Dusek (ed.) Teacher Expectancies(pp. 251-69), Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Bishop, R., Berryman, M., Cavanagh, T. and Teddy, L. (2009). 'Te Kotahitanga: addressing educational disparities facing Maori students in New Zealand', Teaching and Teacher Education, 22: 734-42
8. Blatchford, P., Burke, J., Farquhar, C., Plewis, I. and Tizard, B. (1989) 'Teacher expectations in infant school: associations with attainment and progress, curriculum coverage and classroom interaction', British Journal of Educational Psychology, 59: 19-30
9. Brophy, J.E. (1982) 'How teachers influence what is taught and learned in classrooms', The Elementary School Journal, 83: 1-13
10. Brophy, J.E. (1983) 'Research on the self-fulfilling prophecy and teacher expectations', Journal of Educational Psychology, 75: 631-61
11. Brophy, J.E. (1985) 'Teacher-student interaction', in J. B. Dusek (ed.) Teacher Expectancies(pp. 303-28), Hillsdale, NJ: Lawrence Erlbaum.
12. Brophy, J.E. and Good, T.L. (1974) Teacher-Student Relationships: Causes and Consequences, New York: Holt, Rinehart and Winston.
13. Cooper, H.M. and Good, T.L. (1983) Pygmalion Grows Up: Studies in the Expectation Communication Process, New York: Longman.
14. Dweck, C.S., Mangels, J.A. and Good, C. (2004) 'Motivational effects on attention, cognition, and performance', in D.Y. Dai and R.J. Sternberg (eds) Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development(pp. 41-56), Mahwah, NJ: Lawrence Erlbaum.
15. Flint, A., Rubie-Davies, C.M. and McDonald, L. (2009) 'Exploring moderators in teacher expectancy effects', paper presented at the European Association for Research on Learning and Instruction Conference, Amsterdam, the Netherlands, August.
16. Good, T.L. and Brophy, J.E. (2003) Looking in Classrooms, 9th edn, Boston: Allyn and Bacon.
17. Hacker, R.G., Rowe, M.J. and Evans, R.D. (1992) 'The influences of ability groupings for secondary science lessons upon classroom processes: part 2', School Science Review, 73: 119-23
18. Harris, M.J. and Rosenthal, R. (1985) 'Mediation of interpersonal expectancy effects: 31 meta-analyses', Psychological Bulletin, 97: 363-86
19. Hattie, J. (2007) 'Developing potentials for learning: evidence, assessment, and progress', paper presented at the European Association for Research into Learning and Instruction, Keynote address, Budapest, Hungary, August.
20. Hidi, S., Renninger, K.A. and Krapp, A. (2004) 'Interest, a motivational variable that combines affective and cognitive functioning', in D.Y. Dai and R.J. Sternberg (eds) Motivation, Emotion and Cognition: Integrative Perspectives on Intellectual Functioning and Development(pp. 89-115), Mahwah, NJ: Lawrence Erlbaum.
21. Kuklinski, M.R and Weinstein, R.S. (2001) 'Classroom and developmental differences in a path model of teacher expectancy effects', Child Development, 72: 1554-78
22. Linchevski, L. and Kutscher, B. (1998) 'Tell me with whom you're learning, and I'll tell you how much you've learned: mixed ability versus same-ability grouping in mathematics', Journal for Research in Mathematics Education, 29: 533-54
23. McKown, C. and Weinstein, R.S. (2008) 'Teacher expectations, classroom context and the achievement gap', Journal of School Psychology, 46: 235-61
24. Midgley, C. (ed.) (2002) Goals, Goal Structures, and Patterns of Adaptive Learning, Mahwah, NJ: Lawrence Erlbaum.
25. Noddings, N. (1992) The Challenge to Care in Schools: An Alternative Approach to Education, New York: Teachers College Press.
26. Page, S. and Rosenthal, R (1990) 'Sex and expectations of teachers and sex and race of students as determinants of teaching behavior and student performance', Journal of School Psychology, 28: 119-31
27. Reeve, J. and Jang, H. (2006) 'What teachers say and do to support students' autonomy during a learning activity', Journal of Educational Psychology, 98: 209-18
28. Rubie-Davies, C.M. (2006) 'Teacher expectations and student self-perceptions: exploring relationships', Psychology in the Schools, 43: 537-52
29. Rubie-Davies, C.M. (2007) 'Classroom interactions: exploring the practices of high and low expectation teachers', British Journal of Educational Psychology, 77: 289-306
30. Rubie-Davies, C.M. (2008) 'Teacher beliefs and expectations: relationships with student learning', in C.M. Rubie-Davies and C. Rawlinson (eds) Challenging Thinking About Teaching and Learning(pp. 25-39), Haupaugge, NY: Nova.
31. Rubie-Davies, C.M. (2009) 'Teacher expectations and labeling', in L.J. Saha and A.G. Dworkin (eds) The New International Handbook of Teachers and Teaching (pp. 695-707), Norwell, MA: Springer.
32. Rubie-Davies, C.M., Hattie, J., Townsend, M.A.R and Hamilton, R.J. (2007) 'Aiming high: teachers and their students', in V.N. Galwye (ed.) Progress in Educational Psychology Research(pp. 65-91), Hauppauge, NY: Nova.
33. Rubie, C.M., Townsend, M.A.R. and Moore, D.W. (2004) 'Motivational and academic effects of cultural experiences for indigenous minority students in New Zealand', Educational Psychology, 24: 143-60
34. Stone, S.J. (1998) 'Creating contexts for middle-age learning', Childhood Education, 74: 234-6
35. Weinstein, R.S. (1986) 'The teaching of reading and children's awareness of teacher expectations', in T. Raphael (ed.) The Contexts of School-Based Literacy(pp. 233-52), New York: Random House.
36. Weinstein, R.S. (1989) 'Perceptions of classroom processes and student motivation: children's views of self-fulfilling prophecies', in R Ames and C. Ames (eds) Research on Motivation in Education (vol. 3, pp. 187-221), New York: Academic Press.
37. Weinstein, R.S. (1993) 'Children's knowledge of differential treatment in school: implications for motivation', in T.M. Tomlinson (ed.) Motivating Students to Learn: Overcoming Barriers to High Achievement (pp. 197-224) Berkeley, CA: McCutchan.
38. Weinstein, R.S. (2002) Reaching Higher: The Power of Expectations in Schooling, Cambridge, MA: Harvard University Press.
39. Weinstein, R.S., Gregory, A. and Strambler, M.J. (2004) 'Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education', American Psychologist, 59: 511-20
40. Weinstein, R.S., Marshall, H.H., Brattesani, K.A. and Middlestadt, S.E. (1982) 'Student perceptions of differential teacher treatment in open and traditional classrooms', Journal of Educational Psychology, 74: 678-92
41. Wentzel, K.R. (1997) 'Student motivation in middle school: the role of perceived pedagogical caring', Journal of Educational Psychology, 89: 411-19
42. Wentzel, K.R. (1999) 'Social-motivational processes and interpersonal relationships: implications for understanding motivation at school', Journal of Educational Psychology, 91: 76-97
43. Wilkinson, I.G. and Townsend, M.A.R. (2000) 'From Rata to Rimu: grouping for instruction in best practice New Zealand classrooms', The Reading Teacher, 53: 460-71
44. Zohar, A., Degani, A. and Vaaknin, E. (2001) 'Teachers' beliefs about low-achieving students and higher order thinking', Teaching and Teacher Education, 17: 469-85