Teachers matter
Expectancy effects in Chinese university English-as-a-foreign-language classrooms
Bibliographic Data
| ID | 4098769 |
|---|---|
| Authors | Zheng Li (0000-0002-7537-2509, Southwest University, corresponding author), Christine Margaret Rubie-Davies (University of Auckland), Christine M Rubie‐davie (0000-0003-4665-1784, University of Auckland) |
| Year | 2017 |
| Volume | 42 |
| Issue | 11 |
| Pages | 2042-2060 |
| Publication date | 2017-11-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1130692 |
| OpenAlex | W2298591436 |
| Language | EN |
| Citations received | 12 |
| References cited | 53 |
This study was designed to investigate teacher expectation effects for intact student groups (rather than individuals) in tertiary settings, which have been little studied in the literature. The participants were 50 teachers and their 4617 first-year undergraduate students learning English as a foreign language at two universities in China. Hierarchical Linear Modeling was employed for data analysis and the major findings were: (1) class-level teacher expectations had significant effects on student year-end academic achievement; (2) teachers who held high (or low) expectations for all students in one class, held high (or low) expectations for all their classes and (3) teacher-level expectancies had significant effects on student academic achievement after one school year. This study provided evidence that the contextual factors of tertiary education and curriculum areas may contribute to salient teacher expectation effects. Furthermore, the findings add weight to the argument that teacher expectation effects are a function of teacher beliefs rather than student factors
Academic achievement · China · Curriculum · Expectancy theory · Foreign language · Higher education · Mathematics education · Multilevel model · Pedagogy · Political science · Communication in Education and Healthcare · Education, Achievement, and Giftedness · Psychology · Social Psychology · Teacher Professional Development and Motivation
A systematic review of the teacher expectation literature over the past 30 years
Student engagement in foreign language learning
Teacher expectation effects on vocal and instrumental performance
Teacher expectations and ethnic minority students’ second language and foreign language learning
Who gets a reply? An email-based field experiment on educational equality and university prestige
Instructional practices and classroom interactions of high and low expectation teachers in China
Teachers’ sentiment about physical appearance of primary school students
Do Teachers maintain their Expectation Bias for students? A longitudinal investigation
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Stronger teacher expectation effects on foreign language learning
How expectations, feedback, and course materials relate to intellectual humility in higher education
Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners' Vocabulary Achievement, Motivation, and Self-Confidence
Cognitive Load Theory
Reaching Higher
Student motivation in middle school
Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction
Research on the self-fulfilling prophecy and teacher expectations.
Pygmalion, Galatea, and the Golem
The magical number 4 in short-term memory
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects
Sustainability of teacher expectation bias effects on long-term student performance.
A teacher expectation intervention
Self-fulfilling prophecies
Group Size, ICC Values, and Group-Level Correlations
Cognitive Load and Classroom Teaching
Answers to 20 Questions About Interrater Reliability and Interrater Agreement
Pygmalion in the classroom
Teacher Expectations and Self-Fulfilling Prophecies
Teachers' responses to noncompliant students
It Takes a Village
Pygmalion in the classroom
Teachers' judgment of students' potential as a function of teachers' susceptibility to biasing information
It's ok — Not everyone can be good at math”
Self-Fulfilling Prophecies, Perceptual Biases, and Accuracy at the Individual and Group Levels
Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program
Performance and personality correlates of teachers' susceptibility to biasing information
A battle of wills
Personality correlates of susceptibility to biasing information
Teacher expectations
Teacher expectations and perceptions of student attributes
Classroom interactions
Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English
Experimenter expectancy and the reassuring nature of the null hypothesis decision procedure
Teachers' Expectations and Sense of Responsibility for Student Learning
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |