Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.

Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was conducted with a sample of elementary schools, in New Zealand (a national setting where essentialist gender attitudes have existed and where policies to implement scholastic gender equity have been critiqued as unsuccessful). The influence of teacher gender and of a teacher-student gender match and mismatch on teacher's expectations of their elementary student reading achievement, was tested via hierarchical linear modelling. Male teachers' expectations were found to be lower for students of both genders in reading and negative implications for male teachers and their students' reading achievement were revealed.

The current study examined teacher expectations of four ethnic groups in New Zealand in reading and mathematics, controlling for achievement. Investigating teacher expectations for ethnic minority groups is important because minority groups often begin schooling disadvantaged. Studies have shown that teachers often have lower expectations for minority groups leading to the

This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from workshop evaluations, cluster meeting reports and pen-and-paper evaluations were analyzed using a thematic approach. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate and supporting students' goal-setting. The teachers reported benefits as well as challenges and barriers to intervention implementation.

Her primary research interests are teacher expectations and beliefs that moderate expectancy effects. Christine primarily focuses on teacher expectation effects for disadvantaged groups. She has published six books and numerous articles and chapters in prestigious presses, has won national and international awards for research, teaching and service, and is a Fellow of the Association for Psychological Science.