Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher -level expectations, teacher background and beliefs, and subsequent student performance

Previous studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated more perceived students generally as more competent, but felt less related to the school team, and perceived more classroom stress. Differentiation in expectations was negatively related to end-of-year mathematics scores

Influence of Home Environment on Children’s Schooling: From Teacher’s Perspective

Previous research in educational stratification has revealed that one of the mechanisms a child’s family background may affect school outcomes is through its influence on teacher-student relationships at school. Going beyond the conventional modeling of using only measures of the family’s socioeconomic situation, this article incorporate the teachers’ perspectives of the importance of the children’s family background into the examination of teachers’ evaluations of children’s learning capacity and their expectations for the children’s future school attainment, using a unique dataset from rural Gansu in northwest China. The analysis results reveal that teachers’ perceptions of the importance of children’s family background are closely associated with teachers’ evaluations and educational expectations of children, beyond children’s academic achievement and their family’s actual socioeconomic situations; and teachers’ expectations at early time point help to predict children’s later school persistence. The findings point to the importance of bringing teachers’ subjective perceptions into educational research, and the increasing importance of examining school-related factors to deepen our understanding of the different passageways through which family background leads to educational stratification

A Global Inclusive Insight

The publication of this work was supported by the Open Access Publication Fund of Humboldt-Universität zu Berlin.14 different countries, various research methods, 1 topic: Differentiated Instruction. With increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction.Peer Reviewe

Differentiated instruction around the world. A global inclusive insight

With increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction. (DIPF/Orig.

Self-fulfilling prophecy for EFL Learning in A1 students

The research was conducted at the Language Center from Philosophy and Arts, UANL. Observing the emotional environment teachers create with their believes and expectations given to their students when learning English as a Foreign Language (EFL). The methodological design implemented is action-research which describes a continuous process of research and learning in the researcher‘s long term relationship with a problem

The Disengagement of African American Male Students in Public Schools: The Perceptions of White Female Teachers

Historically, African Americans have fallen well behind their White peers when it comes to academic achievement, and this persists today. This phenomenological qualitative study examined the perceptions of White female teachers and the academic engagement of their African American male students in an effort to determine if teachers’ perceptions influence students’ classroom performance. This study’s ten participants were teachers from two school districts in Southern California. I conducted interviews with each participant using open-ended questions, and their personal narratives yielded results which indicate that their perceptions of the African American males they are responsible for educating do impact their students’ learning, thus resulting in African American male students’ loss of interest in academics. These results indicate that White female teachers would benefit strongly from multicultural education that could help them relate to their African American students and teach from a culturally responsible pedagogical stance

Educational Leadership Can Dance: A Deeper Look into the Efficiency Behind Evaluations of Dance Educators

Brown, Helen. Educational Leadership Can Dance: A Deeper Look into the Efficiency Behind Evaluations of Dance Educators. Unpublished Master of Art thesis, University of Northern Colorado, 2020. The purpose of this study was to provide information on the issue of dance educator evaluation’s level of integrity, potential biases, and efficiency. Further, this study also acts as a review of current evaluation systems within public schools across the United States. The researcher received information about the evaluation systems from eleven dance educators in addition to how nine educational leaders evaluate their dance educators, along with one educational leader’s personal insight into their respective evaluation process. The research instruments utilized were online surveys and interviews. Both the surveys and interview responses were analyzed both quantitatively and qualitatively, depending on the nature of data provided. Limitations to this study included COVID-19, a low number of participants, and scheduling conflicts with interview participants. The surveys and instruments were created by the researcher in an attempt to be unbiased, but were not tested for validity or reliability. At the conclusion of this study, the data suggested that though dance educators are being evaluated by educational leaders with some understand of the outcomes and standards of a dance classroom, the need for a working relationship between dance educators and educational leaders is important

Preservice Teachers' Educational Attributions and Expectations

A person’s beliefs about the cause of a problem influence the solutions they seek to implement. Inaccurate attributions for the causes of educational issues could lead teachers to an overly narrow understanding of educational outcomes in urban education by focusing on student factors to the exclusion of teacher, school, or contextual factors. A narrow attribution of educational outcomes to student factors can then lead to lower expectations for students in urban educational settings. A consequential result because “[d]ifferences in expectations lead to differences in what is taught, which in turn lead to differences in what is ultimately learned” (Brophy, 1983, p. 639). The purpose of this study was to investigate the attributions that preservice teachers make for educational outcomes and the expectations they hold for students in relation to urban education. Twenty-three preservice teachers participated in an undergraduate level Urban Education course that served as a 15-week intervention. The course material examined historical and contemporary factors related to urban education outcomes to provide a more complete context for making attributions about academic and behavioral outcomes in urban educational settings. Furthermore, participants studied expectancy effects in combination with education practices that demonstrate high teacher expectations. In this mixed-methods study, preservice teacher attributions and expectations were measured in preintervention and postintervention surveys and through bi-weekly entries recorded in reflections journals and a self-reflection project. The findings indicate little change in the overall attributions made and expectations held by the participants, but qualitative data provided evidence for changes in their reflective awareness of making attributions about the educational outcomes in urban schools and holding expectations for those students

Being and Becoming Across Difference: A Grounded Theory Study of Exemplary White Teachers in Racially Diverse Classrooms

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation’s students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation’s public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu