Teacher Expectations and Teacher Expectation Effects

Abstract

Teacher expectations can be defined as the beliefs that teachers hold about what their students are capable of achieving. Teacher expectations are important to study because they influence teacher practice and subsequently student academic and psychological outcomes (such as motivation and self-belief). For example, if teachers believe that all their students can achieve at high levels, they are likely to provide learning opportunities and supports that enable their students to be successful. Teacher expectations have been studied for the past 50 years since Rosenthal and Jacobson's experimental study, Pygmalion, showed that when teacher expectations were raised for some students, they subsequently performed at higher levels. This initial teacher expectation experiment led researchers to study how teachers differentiated in their behaviors towards high and low achievers, what student characteristics influenced teachers' expectations, what the effects were on student outcomes when teachers had high or low expectations for particular students, and what behaviors students reported that teachers displayed towards high and low achievers. These areas formed the key areas of subsequent research in the field. However, researchers recognized early on that not all teachers differentiated in their behaviors towards high and low achievers and that not all formed their expectations in line with common stereotypes (e.g., that boys are better at mathematics than girls). This led to the identification of specific types of teachers who either exacerbated the gaps between high and low achievers or who increased the success of all students. However, although much is now known about teacher expectations and teacher expectation effects, few studies have experimentally endeavored to change teachers' expectations and support teachers to implement high expectation practices. However, the few that have worked alongside teachers to raise their expectations have shown promising results for students' educational outcomes. .

Te Pā Harakeke: Māori and non-Māori parent (whānau) support of culturally responsive teaching pedagogies

“…Interestingly, only 2.31% of whānau communicated that involving whānau would help their children learn best. This is lower than expected, given the research outlining the significance of whānau for Māori students (Rubie-Davies et al, 2018) and the benefits that whānau involvement can have for cultural identity, engagement and success (Alton-Lee et al, 2009;Bull et al, 2008;Webber et al, 2016). Although it was not a strong theme expressed by whānau themselves, whānau involvement remains an influential way for schools to be aware of whānau aspirations and needs, as well as to enact the forms of culturally responsive teaching pedagogies that are valued by whānau and expressed in this study.…”

“…This includes whānau desire to be involved in their child's school and to be invited to contribute, as well as their expectation that schools will support their children's learning through making programs of Māori language and cultural activities available (Education Review Office, 2008). This provision can enable a synergy between Māori students' home and school lives, ensuring that success at school does not jeopardise success within one's culture and vice versa; this is a key tenet of culturally responsive teaching (Rubie-Davies et al, 2018). (Hutchings et al, 2012;Macfarlane et al, 2014;Webber et al, 2016).…”

“…School leaders' and teachers' efforts to connect with whānau are premised on a belief that parental involvement at school will aid student engagement and learning outcomes. This belief is supported by research that posits that whānau engagement, along with high teacher expectations and culturally responsive practice, are central pillars in supporting student engagement and achievement, particularly for Māori students (Rubie-Davies et al, 2018). Previous studies investigating the factors that contribute to Māori success have found that whānau are strong role models for their children and can be instrumental in facilitating supportive learning environments (Macfarlane et al, 2014;Webber et al, 2021).…”

Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations

“…Further, gifted students’ perceptions of their teachers’ and others’ expectations can influence their actualized performance. Such expectations are not only learned and shared verbally but also acquired through social and academic interactions (Rubie-Davies, 2015; Zichichi, 2018). An ethnographic study of six gifted second-grade students revealed that when teachers established positive relationships, norms, and appropriately challenging opportunities for learning, gifted students attained expected levels of academic performance, which were high levels of performance (Zichichi, 2018).…”

Teaching the mana model—a Māori framework for reconceptualising student success and thriving

“…Royal (2006) posits that it is mana (honour, pride, and esteem) that lies at the heart of Māori self-worth and the degree to which Māori feel healthy, empowered, and self-assured. Western research also contends that students who have academic efficacy (Zander et al, 2018), academic motivation (Ryan & Deci, 2017), high expectations of themselves (Rubie-Davies et al, 2018), aspirations for the future (Morgenroth, 2015) and social connectedness (Allen et al, 2016;Blum, 2005;Garcia-Moya, 2020) are more likely to persist and thrive at school. Therefore, mana can be said to be a force that influences students' thoughts and behaviours, enabling them to feel capable and connected, and motivating them to act purposefully in the world to achieve their goals and aspirations (Webber & Macfarlane, 2018.…”