Teacher expectancy effects on the achievement test performance of elementary school children.

1973 ◽  
Vol 65 (3) ◽  
pp. 371-377 ◽  
Author(s):  
Jerome B. Dusek ◽  
Edward J. O'Connell
Keyword(s):  
Elementary School ◽  
School Children ◽  
Test Performance ◽  
Elementary School Children ◽  
Achievement Test ◽  
Expectancy Effects ◽  
Teacher Expectancy

Effect of a Principal's Expectations on Test Performance of Elementary-School Children

1972 ◽  
Vol 31 (2) ◽  
pp. 551-556 ◽  
Author(s):  
Doris R. Entwisle ◽  
Evart Cornell ◽  
Joyce Epstein
Keyword(s):  
Elementary School ◽  
School Children ◽  
Test Performance ◽  
Elementary School Children ◽  
Teacher Expectancy ◽  
Classroom Experiment ◽  
Improved Performance

A 17-classroom experiment shows that a (male) principal's comments conveying positive expectations to boys on a first test are followed by improved performance on a second test. No effect of comments was apparent for girls. The experiment is discussed in the context of current research on teacher expectancy.

Editorial Comment

1970 ◽  
Vol 1 (2) ◽  
pp. 67-68
Author(s):  
David C. Johnson
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Editorial Comment ◽  
Instructional Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Discovery Learning ◽  
Teacher Expectancy ◽  
The Relationship

In this second issue of JRME the Editorial Board has again attempted to provide the reader with a variety of topics. While the subjects are primarily elementary school children, the areas of research include strategies for solving multiplication combinations, discovery learning, instructional strategies, and the relationship between teacher expectancy and student achievement.

scholarly journals School Achievement Test: Normative data for a representative sample of elementary school children.

2012 ◽  
Vol 5 (2) ◽  
pp. 157-164 ◽  
Author(s):  
Fernanda Oliveira-Ferreira ◽  
Danielle Souza Costa ◽  
Letícia Rettore Micheli ◽  
Lívia de Fátima Sílvia Oliveira ◽  
Pedro Pinheiro-Chagas ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Representative Sample ◽  
Elementary School Children ◽  
Normative Data ◽  
School Achievement ◽  
Achievement Test

Correlations among Stanford Achievement Test Scores, Intelligence, and Age by Level of Intelligence in Grades 3 and 6

1973 ◽  
Vol 33 (1) ◽  
pp. 235-238
Author(s):  
Marian Wozencraft
Keyword(s):  
Elementary School ◽  
School Children ◽  
Test Scores ◽  
Elementary School Children ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Stanford Achievement Test

Magnitudes of correlations of achievement and IQ within levels of intelligence and between ages for elementary school children show that these factors must be considered in research and in evaluations.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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