Predictions of Behavior

In one important case, these expectations are central to the development of a child  namely that of the expectations of teachers as related to a child's selfperception. A substantial amount of research has shown that a child's perceptions of both positive and negative expectations from teachers has a vital effect on the manner in which they perceive themselves and, to a great extent, on how the child performs in the classroom (Brophy, 1983, pp. 631-661; Darley & Fazio, 1980, pp. 867-881; Harris & Rosenthal, 1985, pp. 363-386; Weinstein, 1985, pp. 329-350).

Theoretically, the interactionist theory of perception holds that people in any social relationship act within the norms expected of them by society or the individual (Nash, 1976, p. 8). For example, the knowledge one holds about themselves (the Self), emerges as a result of social interaction with others (Weber, 1964). Perception, on the other hand, is an active pr

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ck  praise and/or criticism, is distributed unequally to those students who are in the high expectation category (Levine & Wang, 1983, p. 195). These four categories of teacher expectations have been validated by several studies. One study consisted of ten professional and ten peer teachers who were videotaped while teaching a short lesson in front of 80 students; all teachers had been told that the students were bright, interested, and exceptional. When the videotapes were analyzed, certain patterns became evident in terms of expectations, gender relationships, teaching behavior, and student performance (Harris & Snodgrass, 1986, pp. 173-179). After analyzing the tapes, the researchers concluded that there were significant differences between professional and peer teachers, with the peer teachers exhibiting poorer behaviors regarding expectations. Another major factor showed that there was a direct correlation between the types of tasks given to the students and their performance with that task. For instance, even in small groups, teachers tended to differentiate between those they perceived to be brighter (Harris & Snodgrass, 1986, pp. 178-179). In "The Pygmalion Experiment," researchers were concerned with the way in
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Approximate Word count = 1505
Approximate Pages = 6 (250 words per page)

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