Exploring the mediating role of teacher expectation on whole class participation
Bibliographic Data
| ID | 6445875 |
|---|---|
| Authors | Mehmet Kirmizi (0000-0002-1925-1016, Texas State University, corresponding author) |
| Year | 2024 |
| Volume | 17 |
| Issue | 3 |
| Pages | 334-349 |
| Publication date | 2024-08-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438241272594 |
| OpenAlex | W4401324132 |
| Language | EN |
| References cited | 28 |
Teacher expectation mediates the interaction between teacher and students, and teachers tend to differentiate their interaction with their students based on their expectation. In this study, I explore the mediator role of teacher expectation to the participation of ongoing mathematical discussion. Academic interaction between an 8 th grade mathematics teacher, and her students ( n = 20) academic interactions were recorded ( n = 20) and analyzed by using EQUIP during two grading periods. Results of this study reveal that the majority of academic interaction happens between a teacher and a small subset (high expected) of students. High expected students had much more opportunities than all the other students to participate to the ongoing mathematical discussion
Class (philosophy · Epistemology · Mathematics education · Sociology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |