Teacher Expectations & Student Performance This DPE provides a co

Actually, the children named as potential "Bloomers" had been chosen at random. Yet several months later, many of them---especially first and second graders---showed unusual gains in IQ. The teachers had not spent more time with these children than with the others; nor did they treat the "bloomers" differently in any overt and obvious ways. Subtler influences appeared to have been at work---possibly the teachers' tone of voice, facial expressions, touch, and posture.

The significance of Rosenthal and Jacobson's (1968) study, if findings were valid, was tremendous in that it implied that children's academic performance was affected by teacher behaviors other than direct instruction and that, in fact, achievement outcomes of students depended, at least in part, on what teachers thought about students. This lead to such questions as: "What expectations do white teachers have of minority students and how do these expectations affect minority students' performance?" and "What general characteristics of s

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usineau and Luke (1990) examined the relationship between teachers' expectations of performance and the academic learning time of elementary students in physical education classes. Six teachers from different schools were asked to rank-order their students according to expected levels of performance in physical education. Thirty-six students (males and females) from the high, middle, and low expectancy groups of each class, were chosen for observation in three basketball lessons to determine academic learning time in physical education (ALT-PE). Findings showed that high expectancy students had significantly higher ALT-PE measures than middle expectancy students. No significant difference was found between student gender and ALT-PE. It was concluded that a relationship does exist between teacher expectations and academic learning time in physical education. Given the sociological and psychosocial implications of self-fulfilling prophecy effects, some researchers have elected to examine teacher expectancy as it relates to race. For example, Ross and Jackson (1991) had 28 female teachers and one male teacher responded to a questionnaire containing 12 case histories of hypothetical Black fourth-grade males and females.
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Approximate Word count = 3630
Approximate Pages = 15 (250 words per page)