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Essay on teacher expectation
Desegregation in the united states
Essay on teacher expectation
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The intervening years since court-mandated desegregation of schools have not eradicated the existence of achievement disparities for ethnic children, especially for Latin American and African American students (McKown & Weinstein, 2008). In fact, there is an extensive body of research that suggests that students from minorities do not perform well in the current American public school system (Tyler, Boykin, & Walton, 2006). McKown and Weinstein (2008) note that one often cited contributor to the achievement gap is teacher expectations.
The use of the term teacher expectations has been a source of consternation and anger for some educators because of its connection to the concept of self-fulfilling prophecy (Jussim & Harber, 2005). These prophecies are “erroneous teacher expectations [that] may lead students to perform at levels consistent with those expectations (Brophy & Good, 1974; Rosenthal & Jacobson, 1968)” (Jussim & Harber, 2005, p. 131).
Jussim and Harber (2005) detail the controversy that has gone on for more than 40 years over self-fulfilling prophecy. They asserted that, in general, educational psychologists have tended to stress the limited efficacy of teacher expectations to influence students; while, social psychologists have taken the opposite position which asserts both the “substantial power and pervasiveness of self-fulfilling prophecies” (p. 138). Two of their major conclusions in this regard (a) Self-fulfilling prophecies do exist, and (b) their affects are typically small (Jussim & Harber, 2005).
This would seem to be a tidy conclusion to a prolonged controversy; the answers, however, are not so simple or straightforward. There are other issues that complicate matters and must be considered whe...
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McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261. Retrieved from http://www.journals.elsevier.com/journal-of-school-psychology/
Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Essays in Education, 7. Retrieved from http://www.usca.edu/essays/archives.html
Tyler, K. M., Boykin, A. W., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22, 998-1005. Retrieved from www.elsevier.com/locate/tate
Zehavi, N., Bouhadan, R., & Bruckheimer, M. (1987). A model of relating teacher expectations and student difficulties. Studies in Educational Evaluation, 13, 185-192. doi: 10.1016/50191-491X(87)80032-9
Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
The essay “Still Separate, Still Unequal”, by Jonathan Kozol, discusses the reality of inner-city public school systems, and the isolation and segregation of inequality that students are subjected to; as a result, to receive an education. Throughout the essay, Kozol proves evidence of the inequality that African American and Hispanic children face in the current school systems.
The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males.
Sherman, J., Rasmussen, C., & Baydala, L. The impact of teacher factors on achievement and
A teacher’s effect on students is significant because teachers have greater influence on student achievement than a school. Robert Marzano’s study separating a school’s effect on student achievement from a teacher’s effect on student achievement supports this notion. Marzano found that an ineffective teacher in an effective school environment has little to no effect on student achievement. To the contrary, an effective teacher in an ineffective school environment was found to have a ...
The literature review research and articles ranged in dates from 1995 to 2013. These articles are composed of over 50 studies, with the results being compared and evaluated over a vast time. The researchers examined the students’ permanent school records, documented the students’ gender, socioeconomic status, grade retained or intervened, teacher assigned grades, reading and mathematics, and the students’ standardized test scores (Rust & Wallace, 1993). Grade appropriate standardized test...
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Researchers believe in order to combat discipline problems in the classroom teachers must develop clear expectations with learners and apply a range of rewards for good behaviour as well as punishments for misbehaviour (Canter & Canter, 2002; Swinson & Cording, 2002). However, by applying such measures in the classroom teachers act as figures of authority as they determine if learners are eligible for a reward or punishment based on their behaviour in the classroom. They then enforce the reward or punishment upon the learner even if the learner does not wish to receive it. Hence, they are seen as controlling and are therefore, according to Freire, viewed as oppressors while learners are viewed as the
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
Tauber, R. 1998. Good or Bad, What Teachers Expect from Students They Generally Get! [Online]. Available at: http://www.ericdigests.org/1999-3/good.htm [Accessed: 30 April 2014].
One thing I’ve learned this year is that teachers must always strive to adapt to the wide range of individual student abilities, learning styles, and interests even within a single class, but still maintain reasonable expectations, especially if tracking is present in the school. Through my observations, it seems that teacher expectations for students became increasingly lower with each "track." Furthermore, minority, low socioeconomic status and learning support students most frequently appear, in the lower tracks. The low expectations in these classes may be reflected in the students as they leave the school and attempt to function in society. Research by NCTE suggests that ability tracking is detrimental to some groups of students and to many individual students. I will be exploring how low expectations may cause inappropriate behaviors, lack of interest in subject matter, and resistance to learning and how tracking exacerbates these problems.
The purpose of this study is to explore the notion that teachers can create a self-fulfilling prophecy therefore teachers will be required to complete the questionnaire and provide information of the students (student’s prior year grades, test scores, family SES, behavior reports, expected grades from the instructor, each student’s final grades). I understand that this design could be tedious for the teachers given that they will be responsible for all of the data collected however, to assure the student’s privacy amongst one another, the instructors responsible.
Pajares, M. F. (1992). Teachers Beliefs and Pedagogical Research: Cleaning up a Messy Construct. Review of Pedagogical Research, 62(3), 307-332.