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- When teachers hold high expectations for students, they tend to provide more opportunities for learning, offer positive feedback, and support academic growth. Consequently, students internalize these positive expectations and are more likely to perform at higher levels.
limbd.org/the-effects-of-teacher-expectations-on-student-achievement/
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Aug 26, 2024 · Students for whom teachers held high expectations reported having more opportunity and choice (d = 0. 91), less negative feedback and teacher direction (d = −0.70), and less work and rule orientation (d = −0.89) compared to those with low expectations.
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...
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 example, get...
- Alix Spiegel
Dec 10, 2018 · High-expectation teachers spent more time on providing a framework for students’ learning, provided more feedback, questioned their students by using more higher order questions, and managed the students’ behaviour more positively compared with the teachers with a low level of average expectations.
- Hester De Boer, Anneke C. Timmermans, Margaretha P. C. Van Der Werf
- 2018
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...
- Opinion Contributor
Oct 20, 2021 · High teacher expectations were only effective in motivating students to act in ways that improved academic outcomes when they were presented without unfavourable comparison. High expectations for all students, not just the top performers, were a contingency of positive teacher expectation effects.
Nov 3, 2022 · high expectations for their students have a tendency to provide more feedback, ask cognitively demanding questions more, and demonstrate more constructive behavior management techniques in their classes when compared to teachers with low expectations.
