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Essay on teacher expectation
Desegregation in the united states
Essay on teacher expectation
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The intervening years since court-mandated desegregation of schools have not eradicated the existence of achievement disparities for ethnic children, especially for Latin American and African American students (McKown & Weinstein, 2008). In fact, there is an extensive body of research that suggests that students from minorities do not perform well in the current American public school system (Tyler, Boykin, & Walton, 2006). McKown and Weinstein (2008) note that one often cited contributor to the achievement gap is teacher expectations.
The use of the term teacher expectations has been a source of consternation and anger for some educators because of its connection to the concept of self-fulfilling prophecy (Jussim & Harber, 2005). These prophecies are “erroneous teacher expectations [that] may lead students to perform at levels consistent with those expectations (Brophy & Good, 1974; Rosenthal & Jacobson, 1968)” (Jussim & Harber, 2005, p. 131).
Jussim and Harber (2005) detail the controversy that has gone on for more than 40 years over self-fulfilling prophecy. They asserted that, in general, educational psychologists have tended to stress the limited efficacy of teacher expectations to influence students; while, social psychologists have taken the opposite position which asserts both the “substantial power and pervasiveness of self-fulfilling prophecies” (p. 138). Two of their major conclusions in this regard (a) Self-fulfilling prophecies do exist, and (b) their affects are typically small (Jussim & Harber, 2005).
This would seem to be a tidy conclusion to a prolonged controversy; the answers, however, are not so simple or straightforward. There are other issues that complicate matters and must be considered whe...
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McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261. Retrieved from http://www.journals.elsevier.com/journal-of-school-psychology/
Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Essays in Education, 7. Retrieved from http://www.usca.edu/essays/archives.html
Tyler, K. M., Boykin, A. W., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22, 998-1005. Retrieved from www.elsevier.com/locate/tate
Zehavi, N., Bouhadan, R., & Bruckheimer, M. (1987). A model of relating teacher expectations and student difficulties. Studies in Educational Evaluation, 13, 185-192. doi: 10.1016/50191-491X(87)80032-9
Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher
The essay “Still Separate, Still Unequal”, by Jonathan Kozol, discusses the reality of inner-city public school systems, and the isolation and segregation of inequality that students are subjected to; as a result, to receive an education. Throughout the essay, Kozol proves evidence of the inequality that African American and Hispanic children face in the current school systems.
The literature review research and articles ranged in dates from 1995 to 2013. These articles are composed of over 50 studies, with the results being compared and evaluated over a vast time. The researchers examined the students’ permanent school records, documented the students’ gender, socioeconomic status, grade retained or intervened, teacher assigned grades, reading and mathematics, and the students’ standardized test scores (Rust & Wallace, 1993). Grade appropriate standardized test...
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Researchers believe in order to combat discipline problems in the classroom teachers must develop clear expectations with learners and apply a range of rewards for good behaviour as well as punishments for misbehaviour (Canter & Canter, 2002; Swinson & Cording, 2002). However, by applying such measures in the classroom teachers act as figures of authority as they determine if learners are eligible for a reward or punishment based on their behaviour in the classroom. They then enforce the reward or punishment upon the learner even if the learner does not wish to receive it. Hence, they are seen as controlling and are therefore, according to Freire, viewed as oppressors while learners are viewed as the
Tauber, Robert T. (1998). Good or Bad, What Teachers Expect from Students They Generally Get! Washington, D.C.: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 426 985)
A teacher’s effect on students is significant because teachers have greater influence on student achievement than a school. Robert Marzano’s study separating a school’s effect on student achievement from a teacher’s effect on student achievement supports this notion. Marzano found that an ineffective teacher in an effective school environment has little to no effect on student achievement. To the contrary, an effective teacher in an ineffective school environment was found to have a ...
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].
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
One thing I’ve learned this year is that teachers must always strive to adapt to the wide range of individual student abilities, learning styles, and interests even within a single class, but still maintain reasonable expectations, especially if tracking is present in the school. Through my observations, it seems that teacher expectations for students became increasingly lower with each "track." Furthermore, minority, low socioeconomic status and learning support students most frequently appear, in the lower tracks. The low expectations in these classes may be reflected in the students as they leave the school and attempt to function in society. Research by NCTE suggests that ability tracking is detrimental to some groups of students and to many individual students. I will be exploring how low expectations may cause inappropriate behaviors, lack of interest in subject matter, and resistance to learning and how tracking exacerbates these problems.
The role played by teachers’ expectations on students’ academic ability has been an important topic of educational research for over 30 years (Trouilloud et al). Given that the instructor sets the tone of the classroom, their expectations can weigh heavily on students. The concept is called teacher expectation effects (TEE) and it can occur when a teacher’s expectations of a student affect teacher–student interactions in a manner that leads the student to fulfill the teacher’s expectations (Trouilloud et al). It’s been on record from multiple studies that the way a student is perceived can may lead to the student attempting to behave consistently with that perception and prove that he/she are actually that type of person. That notion
Fang, Z. (1996). A Review of Research on Teacher Beliefs and Practices.Educational Research, 38(1), 47-65.