Teaching high-expectation strategies to teachers through an intervention process

Abstract

This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative grounded in the interpretive tradition. Data collected from workshop evaluations, cluster meeting reports, and pen-and-paper evaluations were analyzed using a thematic approach. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting. The teachers reported benefits as well as challenges and barriers to intervention implementation.