Expecting the best for students: Teacher expectations and academic outcomes

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dc.contributor.author Davies, Christine en
dc.contributor.author Hattie, John en
dc.contributor.author Hamilton, Richard en
dc.date.accessioned 2014-12-15T04:14:47Z en
dc.date.issued 2006-09 en
dc.identifier.citation British Journal of Educational Psychology, 2006, 76 (3), pp. 429 - 444 en
dc.identifier.issn 0007-0998 en
dc.identifier.uri http://hdl.handle.net/2292/23788 en
dc.description.abstract Background. Research into teacher expectations has shown that these have an effect on student achievement. Some researchers have explored the impact of various student characteristics on teachers' expectations. One attribute of interest is ethnicity.Aims. This study aimed to explore differences in teachers' expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.Sample. The participants were 540 students of 21 primary teachers in Auckland schools. Of these students, 261 were New Zealand European, 88 were Maori, 97 were Pacific Island and 94 were Asian.Methods. At the beginning of the year, the teachers completed a survey related to their expectations for their students' achievement in reading and, at the end of the year, they judged the reading levels their students had actually achieved. The survey data were compared with running record data.Results. Teachers' expectations for students in reading were significantly higher than actual achievement for all ethnic groups other than Maori. Maori students' achievement was similar to that of the other groups at the beginning of the year but, by the end of the year, they had made the least gains of all groups.Conclusions. Sustaining expectation effects are one explanation for Maori students' limited progress. For Pacific Island, Asian and New Zealand European students, positive self-fulfilling prophecies may be operating. Future research could investigate the learning opportunities provided to these ethnic groups and the relationship of these to teachers' expectations. en
dc.language English en
dc.publisher The British Psychological Society en
dc.relation.ispartofseries British Journal of Educational Psychology en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://olabout.wiley.com/WileyCDA/Section/id-820227.html http://www.sherpa.ac.uk/romeo/issn/0007-0998/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.subject Social Sciences en
dc.subject Psychology, Educational en
dc.subject Psychology en
dc.subject PERFORMANCE en
dc.subject ACHIEVEMENT en
dc.subject CURRICULUM en
dc.subject ETHNICITY en
dc.subject ACCURACY en
dc.subject BELIEFS en
dc.subject THREAT en
dc.title Expecting the best for students: Teacher expectations and academic outcomes en
dc.type Journal Article en
dc.identifier.doi 10.1348/000709905X53589 en
pubs.issue 3 en
pubs.begin-page 429 en
pubs.volume 76 en
dc.rights.holder Copyright: The British Psychological Society en
pubs.end-page 444 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 112459 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 2044-8279 en
pubs.record-created-at-source-date 2012-05-14 en

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