Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention

Show simple item record Davies, Christine en Rosenthal, R en 2017-02-16T20:20:54Z en 2016-07-30 en 2016-08 en
dc.identifier.citation Learning and Individual Differences, August 2016, 50, 83 - 92 en
dc.identifier.issn 1041-6080 en
dc.identifier.uri en
dc.description.abstract Experimental studies within the education field are rare. The current study used a random effects meta-analytic approach to examine the effectiveness of a teacher expectation intervention across different schools, grade levels, socioeconomic levels, ethnicities, and gender in terms of student mathematics achievement. Teachers were randomly assigned to intervention and control groups, and through professional development workshops were trained in the practices of teachers who have high expectations for all students. The intervention related to three key areas: grouping and learning experiences, class climate, and goal setting. No matter which grouping variables were employed in the random effects meta-analyses, effect sizes in mathematics achievement for the students whose teachers were part of the intervention group compared with students with control group teachers were large, ranging from r = 0.61–0.87. The usefulness of the instructional strategies that formed the basis of the intervention is discussed in light of the relevant literature and the educational implications are presented. en
dc.language English en
dc.publisher Elsevier en
dc.relation.ispartofseries Learning and Individual Differences 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 en
dc.rights.uri en
dc.title Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.lindif.2016.07.014 en
pubs.begin-page 83 en
pubs.volume 50 en
dc.description.version VoR - Version of Record en en
pubs.end-page 92 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 539177 en Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-02-17 en

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