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- High teacher expectations can influence students' motivation, self-esteem, and overall achievement. Teacher beliefs about students' abilities shape instructional approaches and classroom dynamics. Differentiated instruction and personalized learning are examples of practices stemming from high expectations.
www.atlearning.org/blog/the-impact-of-teacher-expectations-on-students
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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
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...
Apr 19, 2024 · When teachers hold high expectations for their students and provide the necessary support, students are more likely to thrive academically. By cultivating a belief in each student's abilities and fostering a growth mindset, teachers play a crucial role in shaping students' educational journeys.
Sep 17, 2012 · Teachers' expectations about their students' abilities affect classroom interactions in myriad ways that can impact student performance.
- Alix Spiegel
Aug 26, 2024 · Rubie-Davies examined the idea that some teachers believe that all students can make large gains (high class-level expectations) whereas others believe their students will make little progress (low class-level expectations); the average effect size difference between high and low expectation teachers was d = 0.87.
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.
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.