Teacher Expectancy as Related to the Academic and Personal Growth of Primary-Age Children

Fleming, Elyse S.; Anttonen, Ralph G.

doi:10.2307/1165748

Cited by 14 publications

(8 citation statements)

References 8 publications

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“…Although research (cf. Claiborn, 1969;Dusek, 1975;Dusek & O'Connell, 1973;Fleming & Anttonen, 1971) leads to the conclusion that induced biases likely do not relate to childrens' performance, teachers' own self-generated expectancies, as reflected in teacher rankings for achievement, for example, do (cf. Brophy & Good, 1974;Dusek, 1975).…”

Section: Cumulative Folder Informationmentioning

confidence: 99%

The bases of teacher expectancies: A meta-analysis.

Dusek¹,

Joseph²

1983

Journal of Educational Psychology

262

153

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Section: Cumulative Folder Informationmentioning

confidence: 99%

The bases of teacher expectancies: A meta-analysis.

Dusek¹,

Joseph²

1983

Journal of Educational Psychology

262

153

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“…In that case, IQ score gains resulted allegedly from teachers being told that those students would "bloom" academically that year. However, a number of studies (e.g., Claiborne 1969;Evans & Rosenthal 1969;Fleming & Anttonen 1971;José & Cody 1971;Dusek & O'Connell 1973) failed to replicate the earlier result. Dusek and O'Connell (1973) (followed up by O'Connell, Dusek, and Wheeler, 1974), for example, did not notice improvement in assessment scores as a result of teachers being told that specific students would "bloom" that year (a manipulation of bias not indicated by test scores).…”

Section: Background and Contextmentioning

confidence: 96%

Opportunity to Learn: Investigating Possible Predictors for Pre-Course Test Of Astronomy STandards TOAST Scores

Berryhill

Slater

2018

JAESE

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As discipline-based astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in undergraduate introductory astronomy survey courses ("ASTRO 101”), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test study design, college faculty might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course after taking the TOAST as a pre-test to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. The goal is to contribute to a better understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes and provide guidance for how faculty can best meet those students’ needs and assist them in greater achievement. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences, sometimes occurring many years before course enrollment. This data suggests that professors should be wary of correlating low incoming pre-course scores with student apathy toward their subject.

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“…Cases in point are Genie (Curtiss, 1977), Isabelle (Brown, 1965, p. 249), and Luria's (1968) twins. Additional evidence comes from the overcoming of perinatal trauma by supportive home environments (Werner & Smith, 1982;Werner, 1989;Gollnitz et al, 1990), and the dramatic enhancing of IQ scores produced by Binet,17 Freeman (in Dennis, 1973, p. 108), Dennis (1973), Skeels (1966), Palardy (1969), Rosenthal and Jacobson (1968), Fleming and Anttonen (1971), Schiff (1978), Ceci (1990, chaps. 4, 5), and the Milwaukee project (Hunt, 1979).…”

Section: Human Consciousness and Socialitymentioning

confidence: 99%

Vygotsky’s Sociohistorical Psychology and its Contemporary Applications

Ratner

1991

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. All rights reservedNo part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher This book is dedicated to my mother, to whom lowe the better part of my sociohistorical psychology PrefaceThe social character of psychological phenomena has never been easy to comprehend. Despite the fact that an intricate set of social relations forms our most intimate thoughts, feelings, and actions, we believe that psychology originates inside our body, in genes, hormones, the brain, and free will. Perhaps this asocial view stems from the alienated nature of most societies which makes individual activity appear to be estranged from social relations. One might have thought that the emergence of scientific psychology would have disclosed the social character of activity which naive experience had overlooked. Unfortunately, a century and a half of psychological science has failed to comprehend the elusive social character of psychological phenomena. Psychological science has evidently been subjugated by the mystifying ideology of society. This book aims to comprehend the social character of psychological functioning. I argue that psychological functions are quintessentially social in nature and that this social character must be comprehended if psychological knowledge and practice are to advance. The social nature of psychological phenomena consists in the fact that they are constructed by individuals in the process of social interaction, they depend upon properties of social interaction, one of their primary purposes is facilitating social interaction, and they embody the specific character of historically bound social relations.This viewpoint is known as sociohistorical psychology. It was articulated most profoundly and comprehensively by the Russian psychologists Lev Vygotsky and Alexander Luria during ,the 1920s and 1930s. Unfortunately, their work has remained marginal in the Soviet Union and in the West, unable to penetrate into mainstream psychological science. The present book attempts to demonstrate that sociohistorical psyvii viii PREFACE chology is a valid view of psychological phenomena which can redirect psychological science toward fruitful future development.While psychologists occasionally touch on the ~ocial character of psychological phenomena, they fail to fully comprehend it or appreciate its centrality. One reason for this failure is that psychological phenomena are intellectually fractured into separate faculties and components. This fragmentation relegates social character to being one component of one or another faculty. Social character is thereby prevented from being central to all psychologica...

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Teacher Expectancy as Related to the Academic and Personal Growth of Primary-Age Children

Cited by 14 publications

References 8 publications

The bases of teacher expectancies: A meta-analysis.

The bases of teacher expectancies: A meta-analysis.

Opportunity to Learn: Investigating Possible Predictors for Pre-Course Test Of Astronomy STandards TOAST Scores

Vygotsky’s Sociohistorical Psychology and its Contemporary Applications

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