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FIND17.TXT
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1986-03-19
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TEACHER EXPECTATIONS
RESEARCH FINDING:
Teachers who set and communicate high expectations to all their
students obtain greater academic performance from those students
than teachers who set low expectations.
COMMENT:
The expectations teachers have about what students can and cannot
learn may become self-fulfilling prophecies. Students tend to
learn as little--or as much--as their teachers expect.
Students from whom teachers expect less are treated differently.
Such students typically:
. are seated farther away from the teacher,
. receive less direct instruction,
. have fewer opportunities to learn new material, and
. are asked to do less work.
Teachers also call on these students less often and the questions
they ask are more likely to be simple and basic than thought-
provoking. Typically, such students are given less time to
respond and less help when their answers are wrong. But when
teachers give these same students the chance to answer more
challenging questions, the students contribute more ideas and
opinions to class discussions.
Brophy, J. E. (l981). "Teacher Praise: A Functional Analysis."
Review of Education Research, Vol. 5l, pp. 5-32.
Good, T. L. (December l982). "How Teachers' Expectations Affect
Results." American Education, Vol. l8, No. l0, pp. 25-32.
Good, T. L., and Brophy, J. E. (l984). Looking In Classrooms
(3rd edition). New York: Harper and Row.
Morine-Dershimer, G. (Winter l983). "Instructional Strategy and
the Creation of Classroom Status." American Educational Research
Journal, Vol. 20, No. 4, pp. 645-66l.
Purkey, S., and Smith, M. (March l983). "Effective Schools: A
Review." The Elementary School Journal, Vol. 83, No. 4, pp. 427-
452.