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Relationship of teachers expectation to students
Factors That Influence Teachers Expectations
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Teachers are the most influential part of education by far, their involvement and interaction with a student is extremely important. Teacher attention is a primary key factor as well as a key indicator as to how well a student performs, however what happens to the student who does not receive their teacher’s attention? Research studies performed by various scholars including Robert Rosenthal, Lenore Jacobson, Christine Rubies-Davies, John Hattie, and Richard Hamilton explore how teachers’ expectations directly correlate with a students’ academic achievement. In the early 1960’s a study conducted by Robert Rosenthal and Lenore Jacobson depicted the impact of teacher expectations and how it positively influenced student achievement. They began their research by conducting an IQ test at the beginning of the school year. They randomly selected one-fifth of the students and deeming them exceptionally gifted. Rosenthal and Jacobson then delivered the names of the “high-scoring students” to their teacher informing the teacher that these students had promise and were likely to do great things. Rosenthal and Jacobson in their hypothesis knew that news of this magnitude would spike an increased interest in the teachers’ expectations of the “gifted” students, as well as the students whom now believed that they were above average. Later that year, the students then took another IQ test and the results came back as originally hypothesized. The increased expectations of their teachers caused the students to do exceptionally well on their IQ tests; thus proving that teachers expectations directly correlates with student achievement (Conley 509-510). In a similar research study conducted by Christine M. Rubies-Davies of the University of Auckl... ... middle of paper ... ...oincide with student achievement. Various studies have been conducted and yet all the results remain consistent: the more involvement and the higher the expectation a teacher has on their students the greater the achievement their student will meet. Works Cited Conley, Dalton. You May Ask Yourself An Introduction To Thinking Like A Sociologist. New York, London: W. W. Norton 2013. EBook Logon. Web. 3 March 2014. Rubies-Davies, Christine M. "Classroom Interactions: Exploring The Practices Of High- And Low-Expectation Teachers." British Journal Of Educational Psychology 77.2 (2007): 289-306. Academic Search Complete. Web. 3 March 2014. Rubies-Davies, Christine M. "Teacher Expectations And Perceptions Of Student Attributes: Is There A Relationship?." British Journal Of Educational Psychology 80.1 (2010): 121-135. Academic Search Complete. Web. 3 March 2014.
In 1969, Donald H. Meichenbaum, Kenneth S. Bowers, and Robert R. Ross replicated a study of the remarkable Expectancy Effect study from Robert Rosenthal. Rosenthal had conducted numerous studies with a hypothesis of confirming that one person’s expectations affect another’s behavior, which is also referred as the self-fulfilling prophecy. This hypothesis was also used by Meichenbaum, Bowers, and Ross in their experiment. Under the Behavioral Analysis of Teacher Expectancy Effect study, 14 adolescent female offenders were examined over a period of a month. Six were chosen to be identified as “late bloomers” to their four teachers. During the study, the late bloomers improved significantly higher on objective exams, but not in subjective. However, their behavior in class improved as well. The observations of the teacher-pupil interactions during the 2 week expectancy period revealed that the instructions affected significantly and increased on the positive interactions among the late bloomers. The study conducted by Meichenbaum, Bowers, and Ross has several differences than Rosenthal’s study. Firstly, they created a different study with only 14 female adolescent offenders that were institutionalized in a training school. Secondly, the training school had limited time of two weeks under expectancy effect. Therefore they were graded based on objective test, subjective tests, and measures in their behavior instead of IQ change. Thirdly, the teachers had known the students prior to the study and had created their own expectancies of the girls’ intellectual capabilities. The study may have several differences, but the general aspects of examining the behavior of teacher expectancy and the effect of the academic performance on the adolesc...
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
Sherman, J., Rasmussen, C., & Baydala, L. The impact of teacher factors on achievement and
...onson, E., Wilson, T.D., & Akert, R.M. (2013). Social Psychology (8th ed.). New Jersey: Pearson Education Inc.
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 ...
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
(9) Granted, these are very important aspects of school, but they are not the goal of education. My worst teacher played into the idea that one thing makes for a good student – a good grade. (8) I was taught in such a way that I was prepared for the test, did well, and have since forgotten the information. My favorite teacher, however, knew that students are smart in their own ways. Not everyone is good at every subject, but the knowledge lacking in that area is made up for in another. This teacher wanted to strengthen each student’s knowledge of the subject taught at hand to somewhat even the playing field in the world of education. I was pushed and made to think in order to truly grasp the concept of the subject I was studying. It was a harder class, but it was a class in which I have succeeded the most. This quality of education is what makes my favorite teacher the best that I have
The authors of this article have outlined the purpose, aims, and objectives of the study. It also provides the methods used which is quantitative approach to collect the data, the results, conclusion of the study. It is important that the author should present the essential components of the study in the abstract because the abstract may be the only section that is read by readers to decide if the study is useful or not or to continue reading (Coughlan, Cronin, and Ryan, 2007; Ingham-Broomfield, 2008 p.104; Stockhausen and Conrick, 2002; Nieswiadomy, 2008 p.380).
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].
The theories for this research suggest that this study will yield similar results as the results found when they were s...
The highest achievers and the lowest achievers in an elementary class can sometimes be treated differently because of their achievement levels. Without even knowing the class very well it can be determined who in the class is more likely to be a higher achiever and who is not as gifted. Even though it is evident sometimes who is the least and highest achievers a great deal of the time the best achievers can be overlooked if you simply watch a class for an hour.
The traits men want in our women can never and will never be attainable by any person, no matter who they are. For many years, love has been kind of a lost cause. Men might look for a woman that could satisfy their needs in the present, but they had no thought of what she might be like in the future. Male and female relationships in the myth Pygmalion, the book Pygmalion, and in “real” life have many similarities. All the men look for the most desirable traits in women, and sometimes we don’t always get what we want. But with those similarities, comes a few differences.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching