Teacher expectation intervention: Is it effective for all students?

Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Hui Ding, Christine Margaret Rubie-DaviesAbstractThe few existing teacher expectation intervention studies have attempted to examine experimental group gains as a whole compared with those of a control group. The current study explored differing effects of a teacher expectation intervention for students for whom their teachers had high, medium, and low expectations. The study was conducted in Grade 8 English as a Foreign Language classrooms in China, with 8 teachers and their 229 students. The intervention involved teacher training on three strands of behaviors characterizing high teacher expectations: challenging tasks, detailed feedback, and personal regard (immediacy). Repeated measures ANOVAs and a multivariate ANOVA revealed that the intervention led to increases in the year-end achievement of all students and self-concept of low and medium expectation students, with low expectation students having most gains on both measurements. The differing gains are discussed and the educational implications presented.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research