6 edition of Expectation and pupil performance found in the catalog.
Expectation and pupil performance
Douglas A. Pidgeon
by National Foundation for Educational Research in England & Wales in Slough
Written in English
|Statement||by Douglas A. Pidgeon.|
|Contributions||National Foundation for Educational Research in England and Wales.|
|LC Classifications||LB1131 .P49 1970b|
|The Physical Object|
|Number of Pages||138|
|LC Control Number||77525778|
32 RESEARCH Research Editor: Kenneth R. Howey Two Decades of Research on Teacher Expectations: Findings and Future Directions Thomas L. Good Good discusses the types of teacher expectation effects evi- denced in the classroom. Particular attention is focused on the research that addresses teachers’ expectations for and interac- tions with individuals believed File Size: 1MB. Teacher Expectations and Pupil Learning by Roy Nash, , available at Book Depository with free delivery worldwide.3/5(1).
Several beliefs about the teacher expectancy effect are false or half-truths. Current interest in the teacher expectation effect began with the publication in of Rosenthal and Jacobson's book, "Pygmalion in the Classroom". That book stated that a teacher's expectations for a pupil's achievement function as a self-fulfilling prophecy. Intervention studies in the teacher expectation field. The first ever study in the teacher expectation field (Rosenthal & Jacobson, ) was a randomized control trial in which teachers in one school were told that randomly identified students would suddenly blossom. By the end of the first year of the study, overall those who had been Cited by:
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Lecture Elaboration: Rosenthal's Work on Expectancy Effects One of the criticisms of the use of IQ tests is that they can lead to labeling, which in turn can have a strong effect on behavior. Also, when applying the nature-nurture issue to IQ scores, it must be noted that environmental experiences do not occur independently of inherited factors.
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Expectation and pupil performance. Slough, National Foundation for Educational Research in England & Wales, (OCoLC) Document Type: Book: All Authors / Contributors: Douglas A Pidgeon; National Foundation for Educational Research in England and Wales.
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This can be distinguished from ex post accuracy or calibration (Alexander, ) which compares a pupil’s expectation with the grades they actually achieve. Previous research on the accuracy of pupils’ grade expectations (Sullivan, ; Attwood, Croll, Fuller, & Last, ) has used ex post comparisons of expectations and grades by: 2.
The "Pygmalion Phenomenon" is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectation performance and growth are not as encouraged and may in fact be discouraged in a number of by: In the field of teacher expectations and pupil learning one important psychological truth is that the pupils’ achievement in learning is strongly influenced by the teachers’ expectations of their level of performance, high or low.
Roy Nash discusses critically and fully important research in this area. In the belief that research must be interpreted within an overall theory of social. The 'Pygmalion phenomenon' is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not encouraged and may in fact be discouraged in a variety of ways.
Research suggests that our expectations strongly. Nor is the notion of low teacher expectation leading to poor pupil performance. Bernard Coard in researched the issue in his book: How the West Indian Child is Made Educationally Subnormal in Author: Guardian Staff.
student can significantly affect the student’s performance. Teacher expectations can, for example, be based on student characteristics such as race, ethnicity, and family income level, or indicators of past performance. These expectations can cause teachers to differentiate their behavior towards individual students, such that teachers set lowerFile Size: 2MB.
of self-fulfilling prophecy in terms of an erroneous teacher expectation that leads to behaviour that “causes the expectation to come true” (Good and Brophy, 84).
Rosenthal and Jacobson’s research was designed examine the relationship between teacher expectations and student achievement.
At the beginning of the schoolFile Size: KB. The work of Robert Rosenthal and Lenore Jacobsen () shows that teacher expectations influence pupil performance. They found positive expectations influence performance positively and they described this phenomenon as the Pygmalion Effect.
You can read more about their research and grab a copy of their book. School District. They wrote in the Preface of this book, "this book is about interpersonal self-fulfilling prophecies: how one person's expectation for another person's behavior can quite unwittingly become a more accurate prediction simply for its having been made." (Pg.
vii)They summarize their experiment: "20 percentFile Size: 44KB. teacher expectation of pupil performance, time spent on classroom preparation, and frequent monitoring of student progress are all key factors identified in some key research studies that have a positive bearing on the quality of teachers’ performance and, consequently, student achievement.
Many of these factors were confirmed by the case. teacher’s expectations of pu pils’ abilities in a way that, eventually, the pupil ’s performance would be what th e teacher ha d expected. It se ems that the t eacher has these e xpectations.
The 'Pygmalion phenomenon' is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not encouraged and may in fact be discouraged in a variety of : Dr Robert Rosenthal; Lenore Jacobson.
Book Description. In the field of teacher expectations and pupil learning one important psychological truth is that the pupils’ achievement in learning is strongly influenced by the teachers’ expectations of their level of performance, high or low. Roy Nash discusses critically and fully important research in this area.
The anticipatory expectations of teachers towards children's intellectual ability has a significant impact on children's actual intellectual growth, argues this book. The authors review supportive evidence from the literature and present the results of Price: $ 35% of pupils in year 6 were pupil premium.
5/9 met age related expectations + in reading 4/9 met age related expectation + in writing, 1 /9 met greater depth standard 6/9 met age related expectation + in maths, 1/9 met higher standard.
Key Stage 1 results 7 pupils in the year 2 class of 30 were pupil premium 23% of year 2 were pupil premium. - Buy Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development book online at best prices in India on Read Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development book reviews & author details and more at Free delivery on qualified orders.4/5(9).
achievement are influenced by multiple factors besides teacher expectation. Keywords: Pygmalion effect, Expectation 1. Introduction: the Pygmalion effect in educational research Pygmalion first appeared in Greek mythology as a king of Cyprus who carved and then fell in love with a statue of a woman, which Aphrodite brought to life as Size: KB.
Forming temporal expectations plays an instrumental role for the optimization of behavior and allocation of attentional resources. Although the effects of temporal expectations on visual attention are well-established, the question of whether temporal predictions modulate the behavioral outputs of the autonomic nervous system such as the pupillary response remains Cited by: 6.
Book Description Paperback. Condition: New. nd. Paperback. embedded in teachers' expectations. When first published in(later updated in ), Pygmalion in the Classroom was received with almost universal acclaim for its ground breaking ng may be from multiple locations in the US or from the UK, depending on stock availability.
pages. /5(15).The final sections of the chapter will explore some teacher characteristics and possible relationships with their expectations; these sections will consider how teachers' expectations for some groups of students may result in differential opportunities to learn — the crux of the teacher expectation by: 8.The materials were trialled with key stage 2 children and the data analysis provided evidence about the factors which affected their performance in reading and writing in the context of the NLSF text level criteria.
Analyses of pupil performance and the documentation of the NC and the NLSF suggested that there were problems in this curriculum : Sylvia Green.