A Systematic Review on Teacher’s Expectations and Classroom Behaviors
Keywords:
Systematic Review, Teacher Expectations, Teacher Behaviors, Student Achievement
Abstract
The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers’ classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases, which were namely EBSCOhost, ERIC, Science Direct, Journal Park Academic, and HEC Theses Centre, were examined. Among 1.227 of the studies conducted, 32 research studies were included in the current review based on a set of inclusion and exclusion criteria after the identification, screening, and eligibility processes. After the content analysis carried out on the included studies, the review extracted certain factors shaping teachers’ expectations of students’ academic achievement, which were grouped as students’ readiness, skills and abilities, teacher- and family-related factors, and school policies. In classes, teachers differentiated their instructional methods according to students’ ability levels, presented more group work opportunities, established more eye-contact, assigned cognitively harder tasks, and expected more quality work from high-expectancy students. Teachers also tended to decrease their interaction time by turning to another student when a low-expectancy student could not answer a question, and to know personal or academic strengths of high-expectancy students more than low-expectancy ones.
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References
Note. The studies starting with an “*” are the ones included in the systematic review.
*Amini, A. W. (2016). Pygmalion effect: reflexive strategies to mitigate teacher bias. (Unpublished master’s thesis). University of Toronto, Canada.
Andres, V. (2002). The Influence of affective variables on EFL/ESL learning and teaching. The Journal of the Imagination in Language Learning and Teaching. 7, 1-5.
Babad, E. (1992). Teacher expectancies and nonverbal behavior. In R. S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 167-190). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
Babad, E. (1993). Pygmalion: 25 years after interpersonal expectations in the classroom. In P. D. Blank (Ed.), Interpersonal expectations: Theory, research, and application. Studies in emotional and social interactions (pp. 125-153). Cambridge, UK: Cambridge University Press.
Batten, J., Batey, J., Shafe, L., Gubby, L., & Birch, P. (2013). The influence of reputation information on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education, 38, 417–435. https://doi.org/10.1080/02602938.2011.640928
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631–661.
Brophy, J. E., & Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374.
Claassen, A., & Mulders, L. (2003). Students after the transition. Nijmegen, ITS.
Coertjens, L., Donche, V., Maeyer, S. D., Van Daal, T., & Van Petegem, P. (2017). The growth trend in learning strategies during the transition from secondary to higher education in Flanders. Higher Education, 73, 499–518. Retrieved from https://link.springer.com/article/10.1007/s10734-016-0093-x
Cooper, H. (1984). Models for teacher expectation communication. In J. B. Dusk, V. C. Hall, & W. J. Meyer (Eds.), Teacher expectancies. Hillsdale, NJ: Erlbaum.
Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2009). The act of teaching. Boston: McGraw Hill.
De Boer, H., Bosker, R. J., & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102, 168–179. https://doi.org/10.1037/a0017289
De Boer, H., Timmermans, A. C., & Van der Werf, M. P. C. (2018). The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis. Educational Research and Evaluation, 24(3-5), 180-200. https://doi.org/10.1080/13803611.2018.1550834
Dennis, T. (2006). Emotional self-regulation in pre-schoolers: The interplay of child approach reactivity, parenting, and control capacities. Development Psychology, 42, 84-97.
*Deuker, C. (2014). What expectations do teachers have research cycle. The British Psychological Society, 20(2), 64-78.
Ditton, H., Krüsken, J., & Schauenberg, M. (2005). Bildungsungleichheit– der Beitrag von Familie und Schule, Zeitschrift für Erziehungswissenschaft. 8, 285-304.
Driessen, G., & van Langen, A. (2013) Gender differences in primary and secondary education: Are girls really outperforming boys? International Review of Education, 59, 67-86.
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. https://doi.org/10.1037/0022-0663.75.3.327
Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education 32(2) 91-104.
Gentrup, S., & Rjosk, C. (2018). Pygmalion and the gender gap: Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? Educational Research and Evaluation, 24(3-5), 295-323.
Gillung, T. B., & Rucker, C. N. (1977). Labels and teacher expectations. Exceptional Children, 43(7), 464-465.
*Goldenberg, C. (1992). The limits of expectations: A case for case knowledge about teacher expectancy effects. American Educational Research Journal, 29(3), 517-544.
Good, T. L., & Nichols, S. L. (2001). Expectancy effects in the classroom: A special focus on improving the reading performance of minority students in first grade classrooms, Educational Psychologist, 36(2), 113-126. https://doi.org/10.1207/S15326985EP3602_6
Gorski, P. (2008). The myth of the culture of poverty. Educational Leadership, 65(7), 32-36.
*Göksoy, S. (2018). Teacher views on the applicability of mastery learning model in teaching learning process. Eurasian Journal of Educational Research, 18(78), 1-16. https://doi.org/10.14689/ejer.2018.78.10
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hanley, T., & Cutts, L. (2013). What is a systematic review? Counselling Psychology Review, 28(4), 3-6.
*Harris, D. M. (2012). Varying teacher expectations and standards: Curriculum differentiation in the age of standards-based reform. Education and Urban Society, 44(2), 128-150. https://doi.org/10.1177/0013124511431568
Hinnant, J. B., O’Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662–670.
Jordan, A., & Stanovich, P. (2001). Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with student self-concept. International Journal of Disability, Development and Education, 48, 33-52. https://doi.org/10.1080/10349120120036297
Jussim, L., Robustelli, S. L., & Cain, T. R. (2009). Teacher expectations and self-fulfilling prophecies. In K. R. Wentzel, & A. Wigfield (Eds.), Handbook of motivation at school (pp. 349-379). New York, NY: Routledge.
*Kususanto, P., & Fui, C. S. (2012). Streaming and students’ self-esteem: A qualitative study on teachers’ correspondence bias. Journal of Educational, Health and Community Psychology, 1(2), 20–30.
Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. Routledge, London.
Li, Z., & Rubie-Davies, C. (2017). Teachers matter: Expectancy effects in Chinese university English-foreign-language classrooms. Studies in Higher Education, 42, 2042-2060. https://doi.org/10.1080/03075079.2015.1130692
*Li, Z., & Rubie-Davies, C. M. (2018). Teacher expectations in a university setting: The perspectives of teachers. Educational Research and Evaluation, 24(3-5), 201-220. https://doi.org/10.1080/13803611.2018.1550835
Lunenburg, F. C., & Ornstein, A. C. (2013). Educational administration [Eğitim yönetimi]. G. Arastaman (Translate Eds.). Ankara: Nobel Yayıncılık.
Madon, S., Jussim, L., & Eccles, J. S. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72, 791-809.
McClure, J., Meyer, L. H., Garisch, J., Fischer, R., Weir, K. F., & Walkey, F. H. (2011). Students’ attributions for their best and worst marks: Do they relate to achievement? Contemporary Educational Psychology, 36(2), 71-81.
Mendeley (2020). Elsevier Mendeley Ltd. [Computer software]. Retrieved from https://www.mendeley.com/
Merton, R. K. (1968). Social theory and social structure. New York: Free Press of Glencoe.
Mitman, A. L. (1985). Teachers’ differential behavior toward higher and lower achieving students and its relation to selected teacher characteristics. Journal of Educational Psychology, 77(2), 149-161.
*Ng, B., Liu, W. C., & Wang, C. K. J. (2015). A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2), 192-221. https://doi.org/10.17583/qre.2015.1463
*Niari, M., Manousou, E., & Lionarakis, A. (2016). The pygmalion effect in distance learning: A case study at the Hellenic Open University. European Journal of Open, Distance and E-Learning, 19(1), 36-52. https://doi.org/10.1515/eurodl-2016-0003
*Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. Modern Language Journal, 96(3), 380-399. https://doi.org/10.1111/j.1540-4781.2012.01364.x
*Nutter, B. M. (2015). A phenomenological investigation of teachers’ beliefs, expectations, and perceptions of classroom practices. (Unpublished doctoral dissertation) University of Northern Colorado, Greeley Colorado, the USA. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc13&NEWS=N&AN=2016-37849-234
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practice. Exceptional Children, 71(2), 137-148.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. https://doi.org/10.3102/00346543062003307
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. A practical guide. Oxford: Blackwell Publishing.
Rampaul, W., Singh, M., & Didyk, J. (1984). The Relationship between academic achievement and teacher expectations of native children in a northern Manitoba school. TESL Canada Journal, 2(1), 27-40. https://doi.org/10.18806/tesl.v2i1.447
Rhem, J. (1999). Pygmalion in the classroom. NTLF, 8(2), 1-4.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20. https://doi.org/10.1007/BF02322211
Rosenthal, R (1974). On the social psychology of the self-fulfilling prophecy: Further evidence for Pygmalion effects and their mediating mechanisms. New York: MSS Modular Publications.
Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43, 537-552.
Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high and low expectation teachers. British Journal of Educational Psychology, 77, 289-306.
*Rubie-Davies, C. M., Peterson, E., Earl, I., Deborah, W., & Robyn, D. (2010). Expectations of achievement student, teacher and parent perceptions. Research in Education, 83, 36-53.
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288. https://doi.org/10.1111/j.2044-8279.2011.02025.x
*Salamounova, Z., & Sedova, K. (2016). Teacher expectancies, teacher behaviour and students’ participation in classroom discourse. Journal of Educational Enquiry, 15(1), 44–61.
Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
Smith, S. S. (2011). The user’s guide to the human mind. New Harbinger Publications, Inc.
Stegemiller, H. A. (1989). An annotated bibliography of the literature dealing with the contributing factors of teacher expectations on student performance (Report No. SP 031 604). Indiana University, South Bend, the USA. Retrieved from: https://files.eric.ed.gov/fulltext/ED313323.pdf
Systematic Review Module. (2018). Retrieved from: https://ebbp.org/training/ systematicreview
Tenenbaum, H., & Ruck, M. (2007). Are teachers' expectations different for racial minority than for European American students?: A meta-analysis. Journal of Educational Psychology, 99 (2), 253-273. https://doi.org/10.1037/0022-0663.99.2.253
Timmermans, A. C., De Boer, H., & Van Der Werf, M. P. C. (2016) An investigation of the relation-ship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology Education, 19, 217-240. Retrieved from https://link.springer.com/article/10.1007/s11218-015-9326-6
*Timperley, H. S., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19(6), 627-641. https://doi.org/10.1016/S0742-051X(03)00058-1
Thorburn, M. (2003). The effects of an integrated curriculum model on teacher's pedagogy practices. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.
Trouilloud, D., & Sarrazin, P. (2003). Les connaissances actuelles sur l’ effet Pygmal ion: Processus, poids et modulateurs. Revue Française de Pédagogie, 145, 89-119.
Wang, S., Rubie-Davies, C. M., Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3-5), 124-179.
Warren, S. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80(3), 109-116.
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
Wijnia, L., Loyens, S. M. M., Derous, E., & Schmidt, H. G. (2016). University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education, 59, 203–212. https://doi.org/10.1016/j.tate.2016.06.005
*Williams, A. R. (2012). The effect of teachers’ expectations and perceptions on student achievement in reading for third and fifth grade students. (Doctoral Dissertation). The University of Southern Mississippi, the USA.
*Yanisko, E. J. (2016). Negotiating perceptions of tracked students. novice teachers facilitating high-quality mathematics instruction. Journal of Urban Mathematics Education, 9(2), 153-184.
*Amini, A. W. (2016). Pygmalion effect: reflexive strategies to mitigate teacher bias. (Unpublished master’s thesis). University of Toronto, Canada.
Andres, V. (2002). The Influence of affective variables on EFL/ESL learning and teaching. The Journal of the Imagination in Language Learning and Teaching. 7, 1-5.
Babad, E. (1992). Teacher expectancies and nonverbal behavior. In R. S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 167-190). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
Babad, E. (1993). Pygmalion: 25 years after interpersonal expectations in the classroom. In P. D. Blank (Ed.), Interpersonal expectations: Theory, research, and application. Studies in emotional and social interactions (pp. 125-153). Cambridge, UK: Cambridge University Press.
Batten, J., Batey, J., Shafe, L., Gubby, L., & Birch, P. (2013). The influence of reputation information on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education, 38, 417–435. https://doi.org/10.1080/02602938.2011.640928
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631–661.
Brophy, J. E., & Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374.
Claassen, A., & Mulders, L. (2003). Students after the transition. Nijmegen, ITS.
Coertjens, L., Donche, V., Maeyer, S. D., Van Daal, T., & Van Petegem, P. (2017). The growth trend in learning strategies during the transition from secondary to higher education in Flanders. Higher Education, 73, 499–518. Retrieved from https://link.springer.com/article/10.1007/s10734-016-0093-x
Cooper, H. (1984). Models for teacher expectation communication. In J. B. Dusk, V. C. Hall, & W. J. Meyer (Eds.), Teacher expectancies. Hillsdale, NJ: Erlbaum.
Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2009). The act of teaching. Boston: McGraw Hill.
De Boer, H., Bosker, R. J., & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102, 168–179. https://doi.org/10.1037/a0017289
De Boer, H., Timmermans, A. C., & Van der Werf, M. P. C. (2018). The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis. Educational Research and Evaluation, 24(3-5), 180-200. https://doi.org/10.1080/13803611.2018.1550834
Dennis, T. (2006). Emotional self-regulation in pre-schoolers: The interplay of child approach reactivity, parenting, and control capacities. Development Psychology, 42, 84-97.
*Deuker, C. (2014). What expectations do teachers have research cycle. The British Psychological Society, 20(2), 64-78.
Ditton, H., Krüsken, J., & Schauenberg, M. (2005). Bildungsungleichheit– der Beitrag von Familie und Schule, Zeitschrift für Erziehungswissenschaft. 8, 285-304.
Driessen, G., & van Langen, A. (2013) Gender differences in primary and secondary education: Are girls really outperforming boys? International Review of Education, 59, 67-86.
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. https://doi.org/10.1037/0022-0663.75.3.327
Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education 32(2) 91-104.
Gentrup, S., & Rjosk, C. (2018). Pygmalion and the gender gap: Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? Educational Research and Evaluation, 24(3-5), 295-323.
Gillung, T. B., & Rucker, C. N. (1977). Labels and teacher expectations. Exceptional Children, 43(7), 464-465.
*Goldenberg, C. (1992). The limits of expectations: A case for case knowledge about teacher expectancy effects. American Educational Research Journal, 29(3), 517-544.
Good, T. L., & Nichols, S. L. (2001). Expectancy effects in the classroom: A special focus on improving the reading performance of minority students in first grade classrooms, Educational Psychologist, 36(2), 113-126. https://doi.org/10.1207/S15326985EP3602_6
Gorski, P. (2008). The myth of the culture of poverty. Educational Leadership, 65(7), 32-36.
*Göksoy, S. (2018). Teacher views on the applicability of mastery learning model in teaching learning process. Eurasian Journal of Educational Research, 18(78), 1-16. https://doi.org/10.14689/ejer.2018.78.10
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hanley, T., & Cutts, L. (2013). What is a systematic review? Counselling Psychology Review, 28(4), 3-6.
*Harris, D. M. (2012). Varying teacher expectations and standards: Curriculum differentiation in the age of standards-based reform. Education and Urban Society, 44(2), 128-150. https://doi.org/10.1177/0013124511431568
Hinnant, J. B., O’Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662–670.
Jordan, A., & Stanovich, P. (2001). Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with student self-concept. International Journal of Disability, Development and Education, 48, 33-52. https://doi.org/10.1080/10349120120036297
Jussim, L., Robustelli, S. L., & Cain, T. R. (2009). Teacher expectations and self-fulfilling prophecies. In K. R. Wentzel, & A. Wigfield (Eds.), Handbook of motivation at school (pp. 349-379). New York, NY: Routledge.
*Kususanto, P., & Fui, C. S. (2012). Streaming and students’ self-esteem: A qualitative study on teachers’ correspondence bias. Journal of Educational, Health and Community Psychology, 1(2), 20–30.
Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. Routledge, London.
Li, Z., & Rubie-Davies, C. (2017). Teachers matter: Expectancy effects in Chinese university English-foreign-language classrooms. Studies in Higher Education, 42, 2042-2060. https://doi.org/10.1080/03075079.2015.1130692
*Li, Z., & Rubie-Davies, C. M. (2018). Teacher expectations in a university setting: The perspectives of teachers. Educational Research and Evaluation, 24(3-5), 201-220. https://doi.org/10.1080/13803611.2018.1550835
Lunenburg, F. C., & Ornstein, A. C. (2013). Educational administration [Eğitim yönetimi]. G. Arastaman (Translate Eds.). Ankara: Nobel Yayıncılık.
Madon, S., Jussim, L., & Eccles, J. S. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72, 791-809.
McClure, J., Meyer, L. H., Garisch, J., Fischer, R., Weir, K. F., & Walkey, F. H. (2011). Students’ attributions for their best and worst marks: Do they relate to achievement? Contemporary Educational Psychology, 36(2), 71-81.
Mendeley (2020). Elsevier Mendeley Ltd. [Computer software]. Retrieved from https://www.mendeley.com/
Merton, R. K. (1968). Social theory and social structure. New York: Free Press of Glencoe.
Mitman, A. L. (1985). Teachers’ differential behavior toward higher and lower achieving students and its relation to selected teacher characteristics. Journal of Educational Psychology, 77(2), 149-161.
*Ng, B., Liu, W. C., & Wang, C. K. J. (2015). A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2), 192-221. https://doi.org/10.17583/qre.2015.1463
*Niari, M., Manousou, E., & Lionarakis, A. (2016). The pygmalion effect in distance learning: A case study at the Hellenic Open University. European Journal of Open, Distance and E-Learning, 19(1), 36-52. https://doi.org/10.1515/eurodl-2016-0003
*Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. Modern Language Journal, 96(3), 380-399. https://doi.org/10.1111/j.1540-4781.2012.01364.x
*Nutter, B. M. (2015). A phenomenological investigation of teachers’ beliefs, expectations, and perceptions of classroom practices. (Unpublished doctoral dissertation) University of Northern Colorado, Greeley Colorado, the USA. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc13&NEWS=N&AN=2016-37849-234
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practice. Exceptional Children, 71(2), 137-148.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. https://doi.org/10.3102/00346543062003307
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. A practical guide. Oxford: Blackwell Publishing.
Rampaul, W., Singh, M., & Didyk, J. (1984). The Relationship between academic achievement and teacher expectations of native children in a northern Manitoba school. TESL Canada Journal, 2(1), 27-40. https://doi.org/10.18806/tesl.v2i1.447
Rhem, J. (1999). Pygmalion in the classroom. NTLF, 8(2), 1-4.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20. https://doi.org/10.1007/BF02322211
Rosenthal, R (1974). On the social psychology of the self-fulfilling prophecy: Further evidence for Pygmalion effects and their mediating mechanisms. New York: MSS Modular Publications.
Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43, 537-552.
Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high and low expectation teachers. British Journal of Educational Psychology, 77, 289-306.
*Rubie-Davies, C. M., Peterson, E., Earl, I., Deborah, W., & Robyn, D. (2010). Expectations of achievement student, teacher and parent perceptions. Research in Education, 83, 36-53.
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288. https://doi.org/10.1111/j.2044-8279.2011.02025.x
*Salamounova, Z., & Sedova, K. (2016). Teacher expectancies, teacher behaviour and students’ participation in classroom discourse. Journal of Educational Enquiry, 15(1), 44–61.
Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
Smith, S. S. (2011). The user’s guide to the human mind. New Harbinger Publications, Inc.
Stegemiller, H. A. (1989). An annotated bibliography of the literature dealing with the contributing factors of teacher expectations on student performance (Report No. SP 031 604). Indiana University, South Bend, the USA. Retrieved from: https://files.eric.ed.gov/fulltext/ED313323.pdf
Systematic Review Module. (2018). Retrieved from: https://ebbp.org/training/ systematicreview
Tenenbaum, H., & Ruck, M. (2007). Are teachers' expectations different for racial minority than for European American students?: A meta-analysis. Journal of Educational Psychology, 99 (2), 253-273. https://doi.org/10.1037/0022-0663.99.2.253
Timmermans, A. C., De Boer, H., & Van Der Werf, M. P. C. (2016) An investigation of the relation-ship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology Education, 19, 217-240. Retrieved from https://link.springer.com/article/10.1007/s11218-015-9326-6
*Timperley, H. S., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19(6), 627-641. https://doi.org/10.1016/S0742-051X(03)00058-1
Thorburn, M. (2003). The effects of an integrated curriculum model on teacher's pedagogy practices. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.
Trouilloud, D., & Sarrazin, P. (2003). Les connaissances actuelles sur l’ effet Pygmal ion: Processus, poids et modulateurs. Revue Française de Pédagogie, 145, 89-119.
Wang, S., Rubie-Davies, C. M., Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3-5), 124-179.
Warren, S. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80(3), 109-116.
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
Wijnia, L., Loyens, S. M. M., Derous, E., & Schmidt, H. G. (2016). University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education, 59, 203–212. https://doi.org/10.1016/j.tate.2016.06.005
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Published
2022-06-18
Section
Articles
How to Cite
Aydın, O., & Ok, A. (2022). A Systematic Review on Teacher’s Expectations and Classroom Behaviors. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(1), 247-274. https://doi.org/https://doi.org/10.31704/ijocis.2022.011
