In 1969, Donald H. Meichenbaum, Kenneth S. Bowers, and Robert R. Ross replicated a study of the remarkable Expectancy Effect study from Robert Rosenthal. Rosenthal had conducted numerous studies with a hypothesis of confirming that one person’s expectations affect another’s behavior, which is also referred as the self-fulfilling prophecy. This hypothesis was also used by Meichenbaum, Bowers, and Ross in their experiment. Under the Behavioral Analysis of Teacher Expectancy Effect study, 14 adolescent female offenders were examined over a period of a month. Six were chosen to be identified as “late bloomers” to their four teachers. During the study, the late bloomers improved significantly higher on objective exams, but not in subjective. However, their behavior in class improved as well. The observations of the teacher-pupil interactions during the 2 week expectancy period revealed that the instructions affected significantly and increased on the positive interactions among the late bloomers. The study conducted by Meichenbaum, Bowers, and Ross has several differences than Rosenthal’s study. Firstly, they created a different study with only 14 female adolescent offenders that were institutionalized in a training school. Secondly, the training school had limited time of two weeks under expectancy effect. Therefore they were graded based on objective test, subjective tests, and measures in their behavior instead of IQ change. Thirdly, the teachers had known the students prior to the study and had created their own expectancies of the girls’ intellectual capabilities. The study may have several differences, but the general aspects of examining the behavior of teacher expectancy and the effect of the academic performance on the adolesc...
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...dolescent girls to select the Late Bloomers. This certainly reduces the likelihood that an experiment’s result will be due to preexisting differences between groups, that is, each girl has the equal opportunity to be chosen by chance. However, a con of the study would be the two experimental groups of the expectancy division. As a reader analyzing the study, having to interpret both changes in the subdivisions of the expectancy group was tedious and confusion. Overall, this study clearly demonstrated a good example of self-fulfilling prophecies utilizing the appropriate measures and methodology procedures.
Works Cited
Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher expectancy effect. Journal of personality and social psychology. (Vol. 13(4), pp. 306-316). Ontario: US: American Psychological Association.
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
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142-202. Print. Whitbourne, Susan. " Fulfillment at Any Age: Avoid the Fatal Attraction Effect in Your Relationship. "
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...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
Besharov, Douglas. "Teachers Performance: A Review ." Journal of Policy Analyis and Management (2006): 1-41.
In today’s organization, there is a need for ways in which to effectively motivate employees. Expectancy theory addresses the underlying issues that are associated with the belief that a performance or outcome is attainable. Developed initially by Edward Tolman and Kurt Levin, introduction of the theory into the workplace was not achieved until quite some time later by Victor Vroom (Bradt, 1996). It is his first utilization of the theory that enabled others to develop and recognize the potential the theory played in motivating individuals. This essay will address not only the fundamental mechanics behind expectancy theory, but also how it can be correlated with education, performance appraisals, and leadership roles in the workplace.
Bem, D. J. (2011). Feeling the Future: Experimental Evidence for Anomalous Retroactive Influences on Cognition and Affect. Journal of Personality and Social Psychology , 100 (3), 407-425.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
Tauber, R. 1998. Good or Bad, What Teachers Expect from Students They Generally Get! [Online]. Available at: http://www.ericdigests.org/1999-3/good.htm [Accessed: 30 April 2014].
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
... middle of paper ... ... Journal of Applied Psychology 92 (2007): 1332–356. Print. The.
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
The behavior of the teacher can be detrimental or beneficial to a child’s motivational process. A study conducted by Patrick, Hisley, and Kempler (2000) from Goucher College proved that teacher enthusiasm does affect student intrinsic motivation. In the analysis, the level of teacher eagerness was manipulated to observe the participant’s motivation and interest after a brief lecture. The changes in the address included tone of voice, hand gestures, and facial expressions. Participants that heard the more energetic l...