Teacher Expectations & Student Learning Outcomes

Resources

Aronson, J. (2002). Improving academic achievement: Impact of psychological factors on education. New York, NY: Academic Press.

Babad, E. (1993). Pygmalion-25 years after interpersonal expectations in the classroom. In P.D. Blanck (Hg.), Interpersonal expectations: Theory, research, and applications, (pp.125-153).

Banerjee, M., Schenke, K., Lam, A., & Eccles, J. S. (2018). The roles of teachers, classroom experiences, and finding balance: a qualitative perspective on the experiences and expectations of females within STEM and non-STEM careers. International Journal of Gender, Science and Technology, 10(2), 287-307.

Barbarin, O. A., & Aikens, N. (2015). Overcoming the educational disadvantages of poor children: How much do teacher preparation, workload, and expectations matter. American Journal of Orthopsychiatry, 85(2), 101.

Bennett, A., Bridglall, B. L., Cauce, A. M., Everson, H. T., Gordon, E. W., Lee, C. D., ... & Stewart, J. K. (2004). All students reaching the top: Strategies for closing academic achievement gaps. A report of the National Study Group for the Affirmative Development of Academic Ability. North Central Regional Educational Laboratory.

Bodrova, E., & Deborah J. Leong. (2007). Tools of the mind. Upper Saddle River, NJ: Pearson.

Brennan, L. M., Shaw, D. S., Dishion, T. J., & Wilson, M. (2012). Longitudinal predictors of school-age academic achievement: Unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity. Journal of Abnormal Child Psychology, 40(8), 1289-1300.

Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631.

Calderon, M. (2011). Outcome standards. Washington, DC: Johns Hopkins University. [video] (4:45 minutes). Available on: https://learningforward.org/standards/outcomes

Carter, C.(2016). Critical consciousness. [video]. (15:06 minutes). Available on: https://teacherexpecations.weebly.com/critical-consciousness.html

Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75-98.

Edutopia. (2009). High expectations: Students learn to rise to the occasion. [video]. (8:48 minutes). Available on: High Expectations: Students Learn to Rise to the Occasion

Gates Foundation. (2014). A teacher’s perspective: Setting high expectations for all students. [video]. (1:11 minutes). Available on: A Teacher’s Perspective: Setting High Expectations for All Students

Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224.

Hattie, J. (2014). Challenging all students. [video]. (4:23 minutes). Available on: https://www.youtube.com/watch?v=Gz-_DyMj2iQ

Hattie, J., & Anderman, E. M. (Eds.). (2013). International guide to student achievement. Routledge.

HeroicImaginationTV. (2011). The Pygmalion effect and the power of positive expectations. [video]. (5:51 minutes). Available on: The Pygmalion Effect and the Power of Positive Expectations

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial teacher: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.

Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.

Jussim, L., Eccles, J., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-388.

Krischler, M., & Pit-ten Cate, I. (2019). Pre-and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology, 10, 327.

Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33(5-6), 541-557. doi=10.1.1.460.3335&rep=rep1&type=pdf

Lorenz, G. (2021). Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?. Social Psychology of Education, 24(2), 537-571. https://doi.org/10.1007/s11218-021-09615-0

Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. The International Review of Research in Open and Distributed Learning, 4(1).

Mapp, K. (2013). High expectations. Austin, TX: U.S. Department of Education, Texas. Available on: http://highexpectationsonline.com/the-challenge/

Margvelashvili, N. (2012). Positive interaction patterns in teacher-pupil dyads: a baseline study of three examples of teacher-pupil quality interactions in one classroom.

Marzano, R. (2008). Communicating high expectations. [video]. (3:08 minutes). Alexandria, VA: ASCD. Available on: http://www.ascd.org/ascd-express/vol5/522-video.aspx 

Mazenod, A., Francis, B., Archer, L., Hodgen, J., Taylor, B., Tereshchenko, A., & Pepper, D. (2019). Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools. Cambridge Journal of Education, 49(1), 53-68.

McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. Self-regulated learning and academic achievement. Theoretical Perspectives, 2, 227-252.

Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender. Teaching and Teacher Education, 50, 70-78.

Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: a promising combination. Metacognition and Learning, 9(3), 309-332.

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review.

Papageorge, N. W., Gershenson, S., & Kang, K. M. (2018). Teacher expectations matter (No. w25255). National Bureau of Economic Research.

Pasifika Education Community. High expectations. [video]. (6:08 minutes). New Zealand Ministry of Education. Available on: http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/High-expectations

Rojas-Drummond, S. (2015). Re-conceptualizing “Scaffolding” and the Zone of Proximal Development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36(2), 40-54.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20. 

Ross, J. A. (1992). Teacher efficacy and the effects of coaching on achievement.  Canadian Journal of Education/Revue canadienne de l'education, 51-65.

Rubies-Davies, C.M. (2016). What if all teachers had high expectations for every student? [video]. (4:16 minutes). Available on: What if all teachers had high expectations for every student?

Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135.

Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85.

Rubie‐Davies, C. M. (2006). Teacher expectations and student self‐perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537-552.

Rubie‐Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?. British Journal of Educational Psychology, 82(2), 270-288.

Rubie‐Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429-444.

Smith, M., & Cook, K. (2012). Attendance and achievement in problem-based learning: The value of scaffolding. Interdisciplinary Journal of Problem-based Learning, 6(1), 8.

Snow, C. (2008). Varied developmental trajectories: Lessons for educators. Mind, Brain, and Education, 2(2), 59-61.

Strand, S. (2012). The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations. British Educational Research Journal, 38(1), 75-101.

Tatum, B. (2012). Connecting the dots: How race in America's classrooms affects achievement. The psychology of success: how teacher beliefs about race and gender intelligence affect student achievement. Washington, DC: American Psychology Association. [video]. (45:43 minutes). Available on: https://socialscholar.net/psychology-of-success/

Timmermans, A. C., de Boer, H., & van der Werf, M. P. (2016). An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology of Education, 19(2), 217-240.

Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50(1), 55-69.

Turetsky, K. M., Sinclair, S., Starck, J. G., & Shelton, J. N. (2021). Beyond students: How teacher psychology shapes educational inequality. Trends in Cognitive Sciences, 25(8), 697–709. https://doi.org/10.1016/j.tics.2021.04.006

Trouilloud, D. O., Sarrazin, P. G., Martinek, T. J., & Guillet, E. (2002). The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited.  European Journal of Social Psychology, 32(5), 591-607.

Date of last update: 15-Dec-2022 CB

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