Teacher Expectations Influence on Student Performance

Source A: 

Introduction 

The study explores how teacher expectations can influence students' IQ gains. It builds on previous research that found experimenters' expectations could affect the behavior of their subjects, including animals. The researchers aimed to see if similar effects would be present in a classroom setting with school children. Specifically, the study investigated whether telling teachers that certain students were likely to show significant intellectual gains would lead those students to actually improve more than their peers. 

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Participants 

The participants were students from 18 classrooms across six grades in an elementary school, including first through sixth grades. On average, 20% of students in each class were randomly selected as the "experimental group," while the rest served as controls. Ethical guidelines followed in the study included informed consent from the school district and key stakeholders, ensuring no harm to the students by assigning children to groups randomly, maintaining confidentiality of students' identities, and not manipulating students’ learning opportunities beyond the natural classroom setting. 

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Method 

Researchers used the Tests of General Ability (TOGA), a nonverbal intelligence test designed to measure verbal and reasoning skills without depending on school-taught skills. All students were tested at the start of the study, and teachers were told that certain students were expected to show exceptional intellectual gains, although these students were randomly chosen. After eight months, students were retested to measure changes in their IQ scores. The testing was conducted by either the students' own teachers or a school administrator unfamiliar with the experimental group assignments. 

Data 

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Results and Discussion 

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The study found that students in the experimental group, whom teachers were told would make significant intellectual gains, did indeed show greater improvements in IQ compared to control students. The effect was most pronounced in younger children, particularly in the first and second grades, where experimental students gained significantly more IQ points than their peers. The results suggested that teacher expectations positively influenced students' intellectual development without negatively impacting the control group.  The study concluded that teacher expectations could significantly affect student performance, especially among younger children who may be more susceptible to external influences like teacher expectations. 

Source B:

Introduction 

The study aimed to explore how teacher expectations shape classroom behaviors and influence student outcomes. It examined how teachers’ beliefs about their students' academic potential can impact instructional practices and student performance, highlighting the self-fulfilling prophecy effect known as the Pygmalion effect. This review systematically analyzed research on teacher expectations since 1968 to provide a holistic view of how these expectations are formed and manifested in classroom settings. 

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Participants 

The systematic review included 32 studies, consisting of research articles, doctoral dissertations, and master’s theses. Participants in these studies included teachers and students from various educational levels, ranging from elementary to university settings. 

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Method 

The review used a systematic approach to gather and analyze relevant literature from academic databases such as EBSCOhost, ERIC, and Science Direct. The researchers employed inclusion and exclusion criteria to select studies that specifically focused on teacher expectations and their effects on classroom behaviors. The selected studies were then analyzed using content analysis to identify common themes and patterns regarding how teacher expectations influence classroom interactions and student outcomes. 

Results and Discussion 

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The review found that teacher expectations significantly impact classroom behaviors and student performance. Teachers with high expectations tended to provide more challenging tasks, offer positive reinforcement, and create supportive learning environments. Conversely, teachers with low expectations often interacted less with students, gave simpler tasks, and used less engaging instructional strategies. The study also highlighted that teacher expectations could be influenced by factors such as student readiness, socio-economic background, and prior academic performance. 

The findings suggest that teacher expectations play a crucial role in shaping student academic achievement and self-concept. High expectations lead to better student outcomes, while low expectations can hinder student progress. The study emphasizes the need for teachers to be aware of their biases and the potential impact of their expectations on student learning. It recommends professional development and reflective teaching practices to help educators manage their expectations and foster a more equitable learning environment. 

Source C:

Introduction 

The study investigates how teachers' beliefs about their students can predict student engagement and academic achievement. It explores the connection between teachers' expectations and students' actual performance in the classroom, emphasizing that teachers' beliefs can either positively or negatively influence student outcomes. The research aims to provide insight into how these expectations shape the learning environment and students' perceptions of their abilities. 

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Participants 

The study involved 25 tenth-grade students from three public schools in Western Australia. The schools were chosen because they represented a mix of socio-economic backgrounds. 

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Method 

The researchers used a grounded theory approach (exploring the meanings behind people's interactions, actions, and experiences through qualitative research), conducting over 100 classroom observations and 175 student interviews. Data were collected in an iterative process, with observations followed by daily interviews to explore how students perceived their teachers' expectations. The data were then coded and analyzed using NVivo software, allowing for continuous refinement of emerging themes and concepts in collaboration with the students. 

Results and Discussion 

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The study found that students responded positively to teachers who communicated high expectations through four main areas: confidence, approach, relationships, and environment (CARE). Teachers who expressed belief in students' abilities, used effective teaching strategies, invested in positive student-teacher relationships, and created a supportive classroom environment saw improved student engagement and academic outcomes. Students reported feeling more motivated and confident when teachers demonstrated high expectations. 

The findings suggest that teachers' beliefs about their students significantly impact students' engagement and academic success. The CARE framework developed in this study provides a model for understanding how specific teacher behaviors can communicate high expectations to students. The study highlights the importance of reflective teaching practices and recommends that educators actively work to communicate positive expectations to all students, regardless of their background. This research underscores the role of teacher-student interactions in fostering a positive learning environment that encourages academic achievement.