Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of students appeared to be more vulnerable or susceptible to teacher expectations. The current study aimed to investigate whether students’ gender and minority background were moderators of teacher expectation effects for both academic outcomes and self-concept and subjective task value in the mathematics domain. The study is based on a sample of 1663 students (Grades 6 and 7) in 42 classes from three intermediate schools in New Zealand. Multilevel modeling was applied using MLwiN software. First, after controlling for students’ beginning-of-year mathematics achievement, teacher expectations were higher for Asian and lower for Māori, compared with New Zealand European students. Expectations within the domain of mathematics, however, were higher for girls than for boys. Second, teachers’ beginning-year expectations were predictive of achievement and self-concept of students at end-of-year, after controlling for beginning-of-year achievement and self-concept. Teachers’ expectations were, however, not predictive of end-of-year intrinsic and utility value.Third, we did not find evidence for moderation effects of students’ gender and minority background. These findings imply that despite the roughly similar magnitude of teacher expectation effects for various student groups, teacher expectations may contribute to gaps in students’ achievement and self-concept because of differential expectations at the beginning of the year

Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of students appeared to be more vulnerable or susceptible to teacher expectations. The current study aimed to investigate whether students’ gender and minority background were moderators of teacher expectation effects for both academic outcomes and self-concept and subjective task value in the mathematics domain. The study is based on a sample of 1663 students (Grades 6 and 7) in 42 classes from three intermediate schools in New Zealand. Multilevel modeling was applied using MLwiN software. First, after controlling for students’ beginning-of-year mathematics achievement, teacher expectations were higher for Asian and lower for Māori, compared with New Zealand European students. Expectations within the domain of mathematics, however, were higher for girls than for boys. Second, teachers’ beginning-year expectations were predictive of achievement and self-concept of students at end-of-year, after controlling for beginning-of-year achievement and self-concept. Teachers’ expectations were, however, not predictive of end-of-year intrinsic and utility value.Third, we did not find evidence for moderation effects of students’ gender and minority background. These findings imply that despite the roughly similar magnitude of teacher expectation effects for various student groups, teacher expectations may contribute to gaps in students’ achievement and self-concept because of differential expectations at the beginning of the year

Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of students appeared to be more vulnerable or susceptible to teacher expectations. The current study aimed to investigate whether students’ gender and minority background were moderators of teacher expectation effects for both academic outcomes and self-concept and subjective task value in the mathematics domain. The study is based on a sample of 1663 students (Grades 6 and 7) in 42 classes from three intermediate schools in New Zealand. Multilevel modeling was applied using MLwiN software. First, after controlling for students’ beginning-of-year mathematics achievement, teacher expectations were higher for Asian and lower for Māori, compared with New Zealand European students. Expectations within the domain of mathematics, however, were higher for girls than for boys. Second, teachers’ beginning-year expectations were predictive of achievement and self-concept of students at end-of-year, after controlling for beginning-of-year achievement and self-concept. Teachers’ expectations were, however, not predictive of end-of-year intrinsic and utility value.Third, we did not find evidence for moderation effects of students’ gender and minority background. These findings imply that despite the roughly similar magnitude of teacher expectation effects for various student groups, teacher expectations may contribute to gaps in students’ achievement and self-concept because of differential expectations at the beginning of the year

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

Temporal Expression of Chemokines Dictates the Hepatic Inflammatory Infiltrate in a Murine Model of Schistosomiasis

Schistosomiasis continues to be an important cause of parasitic morbidity and mortality world-wide. Determining the molecular mechanisms regulating the development of granulomas and fibrosis will be essential for understanding how schistosome antigens interact with the host environment. We report here the first whole genome microarray analysis of the murine liver during the progression of Schistosoma japonicum egg-induced granuloma formation and hepatic fibrosis. Our results reveal a distinct temporal relationship between the expression of chemokine subsets and the recruitment of cells to the infected liver. Genes up-regulated earlier in the response included T- and B-cell chemoattractants, reflecting the early recruitment of these cells illustrated by flow cytometry. The later phases of the response corresponded with peak recruitment of eosinophils, neutrophils, macrophages and myofibroblasts/hepatic stellate cells (HSCs) and the expression of chemokines with activity for these cells including CCL11 (eotaxin 1), members of the Monocyte-chemoattractant protein family (CCL7, CCL8, CCL12) and the Hepatic Stellate Cell/Fibrocyte chemoattractant CXCL1. Peak expression of macrophage chemoattractants (CCL6, CXCL14) and markers of alternatively activated macrophages (e.g. Retnla) during this later phase provides further evidence of a role for these cells in schistosome-induced pathology. Additionally, we demonstrate that CCL7 immunolocalises to the fibrotic zone of granulomas. Furthermore, striking up-regulation of neutrophil markers and the localisation of neutrophils and the neutrophil chemokine S100A8 to fibrotic areas suggest the involvement of neutrophils in S. japonicum-induced hepatic fibrosis. These results further our understanding of the immunopathogenic and, especially, chemokine signalling pathways that regulate the development of S. japonicum-induced granulomas and fibrosis and may provide correlative insight into the pathogenesis of other chronic inflammatory diseases of the liver where fibrosis is a common feature

Assessing measurement invariance of the student personal perception of classroom climate across different ethnic groups

The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New Zealand) from where it was developed (the United States) and across different ethnic groups. A total of 1,924 elementary school students (963 males and 961 females) participated. Students completed the Student Personal Perception of Classroom Climate (SPPCC). Results of the invariance tests of the SPPCC across four ethnic samples (New Zealand European, Māori, Pasifika, and Asian) indicated that the SPPCC represented the same four factors in classroom climate for each of these groups (configural invariance). Results also revealed that full metric invariance was supported although only partial scalar invariance was achieved because of a lack of invariance in the thresholds for five items. Therefore, this study provided empirical support for the SPPCC when used within a new context and with different ethnic groups. Future studies to enhance the usability of the SPPCC are discussed