Full Description
The influence of teacher expectations on student outcomes is routinely explored by professors, administrators, teachers, researchers, journalists, and scholars. Written by a leading expert on teacher expectations, this book situates the topic within the broader context of educational psychology research and theory, and brings it to a wider audience. With chapters on the history of the teacher expectation field, student perceptions of teacher expectations, and implications for practice, this concise volume is designed for use in educational psychology courses and any education course that includes social-psychological aspects of classrooms in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.
Contents
Acknowledgements
The beginnings and development of the teacher expectation paradigm
Teacher expectations, teacher interactions and student perceptions
Student characteristics as precursors to differential teacher expectations
Teacher differences in propensity for expectation effects
What has been learned and where to next?
Glossary
Index
