Teacher Behavior, Teacher Expectations, and Gains in Pupils' Rated Creativity

Rosenthal, Robert; Baratz, Stephen S.; Hall, C.

doi:10.1080/00221325.1974.10532708

Cited by 29 publications

(13 citation statements)

References 4 publications

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“…Didn't they become sulky, inattentive, and unhappy? (p. 102) Closely relevant are the findings of a study by Rosenthal, Baratz, and Hall (1974) noting a relationship between teacher variables and creative performance of elementary school children. Greatest gains in creativity resulted in classrooms where teachers were judged as likeable, interested in children, enthusiastic, professional, and inclined to give encouragement.…”

Section: Learner Response To Output Cuesmentioning

confidence: 92%

Teacher Expectation: Sociopsychological Dynamics

Braun

1976

Review of Educational Research

177

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The teacher is without question the key to a successful classroom learning experience. Acceptance of this statement is no longer confined to the pages of educational literature; its full impact is evidenced in the mounting allocation of funds for teacher improvement. If there is agreement on the paramount importance of the teacher's personality in classroom learning, there is much less agreement on the different ways in which the teacher's personality affects the learning of different children. Exactly how the dynamics of teacher personality operate to effect differential performance is one of the prime questions facing the instructional theorist. Although unequivocal answers await empirical investigation, educators and social scientists in the past decade have produced research at least to formulate tenable hypotheses regarding pupil-teacher interaction. One of these hypotheses suggests that the teacher for varied reasons perceives competencies and potentialities of children differently and that these expectancies are reflected in his interactions with children to produce differential performance among learners, thus fulfilling his prophecy. "Teacher expectation," "selffulfilling prophecy" and "teacher faith" have been coined to imply this tendency for the teacher to create a reality commensurate with his perceptions. Furthermore, the learner, while creating his own reality, shadows substantially the reality forming in the teacher's mind. That these basic concepts underlying self-fulfilling prophecy 185

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Section: Learner Response To Output Cuesmentioning

confidence: 92%

Teacher Expectation: Sociopsychological Dynamics

Braun

1976

Review of Educational Research

177

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“…For instance, subtle nonverbal cues a teacher exhibits affect how children perform in school [1] and subtle nonverbal cues people show in a group interaction determines the social hierarchy of the group [2]. Such effects of self-fulfilling prophecy have been found in many different settings such as relationships, work, or school.…”

Section: Introductionmentioning

confidence: 98%

On the importance of nonverbal communication in the physician–patient interaction

Mast

2007

Patient Education and Counseling

276

156

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“…In these classrooms of black students and black teachers, the teachers treated the students in the experimental group more negatively than the students in the control group, a replication of the findings of Rubovits and Maehr (1973). Although Rosenthal et al (1974) have argued that this experiment demonstrates that teacher expectancies can influence test performance, the evidence is not convincing. First, the creativity test used was not a standard one, and there is no evidence relating to its reliability and validity.…”

Section: Vol 45 Nomentioning

confidence: 71%

“…The most recent attempt by Rosenthal (Rosenthal, Baratz, & Hall, 1974) to replicate the teacher-expectancy effects reported by Rosenthal and Jacobson (1968) was done in an all-black school. At the start of the academic year, all children in grades 1 through 6 were pretested with the TOGA, that was disguised as a test to discover creative potential.…”

Section: Vol 45 Nomentioning

confidence: 99%