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Teacher expectations can significantly influence student achievement
- Research has consistently shown that teacher expectations can significantly influence student achievement. Students who are perceived by their teachers as capable and deserving of success are more likely to reach higher levels of achievement compared to those who are underestimated or overlooked.
www.atlearning.org/blog/the-impact-of-teacher-expectations-on-students
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Sep 17, 2012 · Teachers' expectations about their students' abilities affect classroom interactions in myriad ways that can impact student performance. Students expected to succeed, for...
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Apr 19, 2024 · Teacher expectations have a crucial impact on student success in K-12 education. High teacher expectations can influence students' motivation, self-esteem, and overall achievement. Teacher beliefs about students' abilities shape instructional approaches and classroom dynamics.
Dec 14, 2022 · The evidence of the impact of teacher expectations on student learning is both broad and deep. Hattie analyzed 613 studies on teacher expectations as part of the Visible Learning database and...
- Opinion Contributor
Aug 26, 2024 · Teacher expectations have been shown to affect student outcomes. However, less frequently studied are other teacher beliefs that might moderate these expectation effects, resulting in overall great...
Jul 29, 2021 · Encouraging teachers to adopt classroom tools and effective pedagogical practices could help improve students’ learning levels, which could, in turn, shift teachers’ beliefs on student...
Jan 12, 2024 · Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable ...
Nov 3, 2022 · Students are directly influenced by their teachers’ expectations (Weinstein, 2002), which consist of their beliefs and inferences about students’ general behaviors and academic potential, mostly indicating how much they could achieve (Li & Rubie-Davies, 2017).