The Experts below are selected from a list of 3705 Experts worldwide ranked by ideXlab platform
Christine M. Rubie-davies - One of the best experts on this subject based on the ideXlab platform.
-
Teacher Expectation intervention: Is it effective for all students?
Learning and Individual Differences, 2019Co-Authors: Hui Ding, Christine M. Rubie-daviesAbstract:Abstract The few existing Teacher Expectation intervention studies have attempted to examine experimental group gains as a whole compared with those of a control group. The current study explored differing effects of a Teacher Expectation intervention for students for whom their Teachers had high, medium, and low Expectations. The study was conducted in Grade 8 English as a Foreign Language classrooms in China, with 8 Teachers and their 229 students. The intervention involved Teacher training on three strands of behaviors characterizing high Teacher Expectations: challenging tasks, detailed feedback, and personal regard (immediacy). Repeated measures ANOVAs and a multivariate ANOVA revealed that the intervention led to increases in the year-end achievement of all students and self-concept of low and medium Expectation students, with low Expectation students having most gains on both measurements. The differing gains are discussed and the educational implications presented.
-
A systematic review of the Teacher Expectation literature over the past 30 years
Educational Research and Evaluation, 2018Co-Authors: Shengnan Wang, Christine M. Rubie-davies, Kane MeisselAbstract:This review aimed to illustrate the development in the Teacher Expectation literature and discuss the major avenues of research in the Teacher Expectation field from 1989 to 2018. Four analytical t...
-
Do Teachers differ in the level of Expectations or in the extent to which they differentiate in Expectations? Relations between Teacher-level Expectations, Teacher background and beliefs, and subsequent student performance
Educational Research and Evaluation, 2018Co-Authors: Anneke Timmermans, Christine M. Rubie-daviesAbstract:Previous studies have indicated that, although some Teachers have substantial Expectation effects on student outcomes, the effects for most Teachers are only small. Furthermore, Teacher Expectation...
-
Teachers matter: expectancy effects in Chinese university English-as-a-foreign-language classrooms
Studies in Higher Education, 2016Co-Authors: Christine M. Rubie-daviesAbstract:This study was designed to investigate Teacher Expectation effects for intact student groups (rather than individuals) in tertiary settings, which have been little studied in the literature. The participants were 50 Teachers and their 4617 first-year undergraduate students learning English as a foreign language at two universities in China. Hierarchical Linear Modeling was employed for data analysis and the major findings were: (1) class-level Teacher Expectations had significant effects on student year-end academic achievement; (2) Teachers who held high (or low) Expectations for all students in one class, held high (or low) Expectations for all their classes and (3) Teacher-level expectancies had significant effects on student academic achievement after one school year. This study provided evidence that the contextual factors of tertiary education and curriculum areas may contribute to salient Teacher Expectation effects. Furthermore, the findings add weight to the argument that Teacher Expectation effe...
-
A Teacher Expectation intervention: Modelling the practices of high Expectation Teachers
Contemporary Educational Psychology, 2015Co-Authors: Christine M. Rubie-davies, Elizabeth R. Peterson, Chris G. Sibley, Robert RosenthalAbstract:Abstract Since the original Pygmalion study, there have been very few interventions in the Teacher Expectation field and none that have been randomized control trials designed to change Teacher practices to reflect those of high Expectation Teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high Expectation Teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high Expectation Teachers. The researchers visited the Teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group Teachers significantly improved their mathematics achievement over one year, showing a rate of improvement beyond that shown by the students of the control group Teachers. Teachers reported high levels of satisfaction with their changed practices and overall, there was a demonstrable degree of integrity in the implementation of the intervention as measured by the researchers. Practical guidelines in relation to the intervention and future directions of the project are included.
Margaretha P. C. Van Der Werf - One of the best experts on this subject based on the ideXlab platform.
-
The effects of Teacher Expectation interventions on Teachers’ Expectations and student achievement: narrative review and meta-analysis
Educational Research and Evaluation, 2018Co-Authors: Hester De Boer, Anneke Timmermans, Margaretha P. C. Van Der WerfAbstract:This study provides a systematic review of the effects of 19 Teacher Expectation interventions. Prior research on Teacher Expectations primarily focussed on correlational relationships with student...
-
Influence of Misaligned Parents' Aspirations on Long-Term Student Academic Performance.
Educational Research and Evaluation, 2015Co-Authors: Hester De Boer, Margaretha P. C. Van Der WerfAbstract:This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and Teacher Expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to Teacher Expectation bias.
-
Sustainability of Teacher Expectation bias effects on long-term student performance.
Journal of Educational Psychology, 2010Co-Authors: Hester De Boer, Roel Bosker, Margaretha P. C. Van Der WerfAbstract:In this article, we address the relationship between Teacher Expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted Teacher Expectation. These predicted Expectations were estimated from a multilevel model in which Teacher Expectations of students' future performance in secondary education were regressed on students' prior achievement, IQ, and achievement motivation. Multilevel analyses were performed on a data set of about 11,000 students who entered secondary school in 1999 and who were monitored for 5 years. We found relationships between Teacher Expectation bias and student characteristics as well as a clear effect of Expectation bias on long-term student performance. Teacher Expectation bias partly mediated the effects of student characteristics on students' performance. Moreover, its effect was moderated by some of these characteristics. Mediation and moderation effects were the strongest for parents' aspirations. The effects of Teacher Expectation bias dissipated partly during the first 2 years but afterwards remained stable over time.
Hester De Boer - One of the best experts on this subject based on the ideXlab platform.
-
The effects of Teacher Expectation interventions on Teachers’ Expectations and student achievement: narrative review and meta-analysis
Educational Research and Evaluation, 2018Co-Authors: Hester De Boer, Anneke Timmermans, Margaretha P. C. Van Der WerfAbstract:This study provides a systematic review of the effects of 19 Teacher Expectation interventions. Prior research on Teacher Expectations primarily focussed on correlational relationships with student...
-
Influence of Misaligned Parents' Aspirations on Long-Term Student Academic Performance.
Educational Research and Evaluation, 2015Co-Authors: Hester De Boer, Margaretha P. C. Van Der WerfAbstract:This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and Teacher Expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to Teacher Expectation bias.
-
Sustainability of Teacher Expectation bias effects on long-term student performance.
Journal of Educational Psychology, 2010Co-Authors: Hester De Boer, Roel Bosker, Margaretha P. C. Van Der WerfAbstract:In this article, we address the relationship between Teacher Expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted Teacher Expectation. These predicted Expectations were estimated from a multilevel model in which Teacher Expectations of students' future performance in secondary education were regressed on students' prior achievement, IQ, and achievement motivation. Multilevel analyses were performed on a data set of about 11,000 students who entered secondary school in 1999 and who were monitored for 5 years. We found relationships between Teacher Expectation bias and student characteristics as well as a clear effect of Expectation bias on long-term student performance. Teacher Expectation bias partly mediated the effects of student characteristics on students' performance. Moreover, its effect was moderated by some of these characteristics. Mediation and moderation effects were the strongest for parents' aspirations. The effects of Teacher Expectation bias dissipated partly during the first 2 years but afterwards remained stable over time.
Chris G. Sibley - One of the best experts on this subject based on the ideXlab platform.
-
Teachers explicit Expectations and implicit prejudiced attitudes to educational achievement relations with student achievement and the ethnic achievement gap
Learning and Instruction, 2016Co-Authors: Elizabeth R. Peterson, Christine M Rubiedavies, Danny Osborne, Chris G. SibleyAbstract:Abstract In this paper, we consider whether Teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on Teacher Expectation effects has relied on explicit Expectation measures that are prone to social desirability biases. In contrast, we examine the effects of Teachers' (a) explicit ethnicity-based Expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 Teachers completed both a traditional Teacher Expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of Teachers with high Expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to Teachers' explicit Expectations, Teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their Teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of Teachers' Expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.
-
A Teacher Expectation intervention: Modelling the practices of high Expectation Teachers
Contemporary Educational Psychology, 2015Co-Authors: Christine M. Rubie-davies, Elizabeth R. Peterson, Chris G. Sibley, Robert RosenthalAbstract:Abstract Since the original Pygmalion study, there have been very few interventions in the Teacher Expectation field and none that have been randomized control trials designed to change Teacher practices to reflect those of high Expectation Teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high Expectation Teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high Expectation Teachers. The researchers visited the Teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group Teachers significantly improved their mathematics achievement over one year, showing a rate of improvement beyond that shown by the students of the control group Teachers. Teachers reported high levels of satisfaction with their changed practices and overall, there was a demonstrable degree of integrity in the implementation of the intervention as measured by the researchers. Practical guidelines in relation to the intervention and future directions of the project are included.
Elizabeth R. Peterson - One of the best experts on this subject based on the ideXlab platform.
-
Teachers explicit Expectations and implicit prejudiced attitudes to educational achievement relations with student achievement and the ethnic achievement gap
Learning and Instruction, 2016Co-Authors: Elizabeth R. Peterson, Christine M Rubiedavies, Danny Osborne, Chris G. SibleyAbstract:Abstract In this paper, we consider whether Teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on Teacher Expectation effects has relied on explicit Expectation measures that are prone to social desirability biases. In contrast, we examine the effects of Teachers' (a) explicit ethnicity-based Expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 Teachers completed both a traditional Teacher Expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of Teachers with high Expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to Teachers' explicit Expectations, Teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their Teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of Teachers' Expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.
-
A Teacher Expectation intervention: Modelling the practices of high Expectation Teachers
Contemporary Educational Psychology, 2015Co-Authors: Christine M. Rubie-davies, Elizabeth R. Peterson, Chris G. Sibley, Robert RosenthalAbstract:Abstract Since the original Pygmalion study, there have been very few interventions in the Teacher Expectation field and none that have been randomized control trials designed to change Teacher practices to reflect those of high Expectation Teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high Expectation Teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high Expectation Teachers. The researchers visited the Teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group Teachers significantly improved their mathematics achievement over one year, showing a rate of improvement beyond that shown by the students of the control group Teachers. Teachers reported high levels of satisfaction with their changed practices and overall, there was a demonstrable degree of integrity in the implementation of the intervention as measured by the researchers. Practical guidelines in relation to the intervention and future directions of the project are included.
