Teacher Expectations in Infant School
Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
Bibliographic Data
| ID | 9615074 |
|---|---|
| Authors | Peter Blatchford (0000-0003-4511-5656, University of London), Jessica Burke (University of London), Clare Farquhar (University of London), Ian Plewis (0000-0003-0053-497X, University of London), Barbara Tizard (University of London) |
| Year | 1989 |
| Volume | 59 |
| Issue | 1 |
| Pages | 19-30 |
| Publication date | 1989-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1989.tb03072.x |
| PMID | 2765381 |
| OpenAlex | W2025854933 |
| Language | EN |
| Citations received | 4 |
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all three years of infant school, and were not explained by children's attainments at the time of the expectation rating. Range of effects, in standard deviation units, of associations between expectations and progress over the school year ranged from 0.4 to 0.8. Two possible mediating factors between expectations and attainment were explored: differential curriculum coverage and differential classroom behaviour. It was found that children for whom teachers had higher expectations were given a wider range of activities in written language and mathematics, and this was so over and above attainments at the beginning of the school year. In contrast, there was no evidence that expectations were related to measures of classroom interaction like teacher praise and instructional contact
Curriculum · Developmental psychology · Differential (mechanical device) · Mathematics education · Pedagogy · Praise · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 1998 - 2011 (14) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |