The processes by which teachers communicate differential performance expectations to different children were investigated through an observational study of dyadic contacts between teachers and individual students in four first-grade classrooms. Teachers ranked children in the class in order of their achievement. Two observers using an interaction analysis system recorded interactions between each teacher and each of three boys and three girls high on her list and three boys and three girls low on her list. Differential teacher expectations for different children were associated with a variety of interaction measures, although may of these relationships are attributable to objective differences in the behavior of the children, However, other differential teacher behavior was observed which is not attributable to objective differences among the children and which is consistent with the hypothesis that differential teacher expectations function as self-fulfilling prophecies. The teachers demanded better performance from those children for whom they had higher expectations and were more likely to praise such performance when it was elicited. In contrast, they were more likely to accept poor performance from students for whom they heed ldw expectations and were less likely to praise good performance from these students when it occurred, even though it occurred less frequently.

Taking as its'central theme the need for teachers to become more. aware of their classroom behavior, this book surveys recent advances in educational research and gives detailed advice about effective teaching. 397 pp.

Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The differential treatment of students by teachers is described by the author, with special attention given to how teachers express low expectations. The article concludes with a description of future research directions.

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In a replication and extension of work by Silberman, differential teacher behavior toward different students was studied in relation to the attitudes teachers held toward those students. Using data on dyadic teacher-child interactions collected with the Brophy-Good system, contrasting patterns were noted in the ways teachers interacted with students toward whom they felt attachment, concern, indifference, or rejection. Four distinct patterns were observed. The data generally confirmed Silberman's findings, even though the present study was done at a different grade level and involved three different types of student populations. Methodological differences that may explain the discrepancies which did occur are discussed, along with suggestions for related research.