Teacher-Expectancy Effect Examined at Different Ability Levels

1971 ◽  
Vol 5 (2) ◽  
pp. 127-131 ◽  
Author(s):  
Elyse S. Fleming ◽  
Ralph G. Anttonen
Keyword(s):  
Expectancy Effect ◽  
Teacher Expectancy ◽  
Ability Levels

A behavioral analysis of teacher expectancy effect.

1969 ◽  
Vol 13 (4) ◽  
pp. 306-316 ◽  
Author(s):  
Donald H. Meichenbaum ◽  
Kenneth S. Bowers ◽  
Robert R. Ross
Keyword(s):  
Behavioral Analysis ◽  
Expectancy Effect ◽  
Teacher Expectancy

Relations Among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis

1978 ◽  
Vol 15 (4) ◽  
pp. 489-500 ◽  
Author(s):  
Sally R. Luce ◽  
Robert D. Hoge
Keyword(s):  
Academic Achievement ◽  
Test Scores ◽  
Teacher Expectations ◽  
Achievement Test ◽  
Teacher Interactions ◽  
Achievement Test Scores ◽  
Expectancy Effect ◽  
Teacher Expectancy

The framework for this study was a model of teacher expectancy postulating links between teacher expectations, teacher and pupil behaviors, and academic achievement. The model was tested by exploring relations among teacher rankings of pupils, observations of pupil attentiveness, observations of teacher-pupil interactions, and standarized achievement test scores. Significant relations were obtained between teacher rankings and certain of the behavior categories, between behaviors and achievement, and between teacher rankings and achievement. It was concluded from the analyses, however, that a teacher expectancy effect was not operating in this situation as a determinant of achievement. The measurement of teacher expectations and the role of IQ in the behavior-achievement relation are also discussed.

An Attempt to Replicate the Teacher Expectancy Effect

1971 ◽  
Vol 29 (3_suppl) ◽  
pp. 1223-1228 ◽  
Author(s):  
William R. Fielder ◽  
Ronald D. Cohen ◽  
Stephanie Feeney
Keyword(s):  
Elementary Schools ◽  
Grade Level ◽  
Group Membership ◽  
Minority Group ◽  
First Grade ◽  
Test Administration ◽  
Expectancy Effect ◽  
Teacher Expectancy

Rosenthal suggests teachers' expectancies can influence pupil behavior as measured by gain in IQ. Following his design, 19% of 796 Ss in 36 classes at 3 elementary schools were identified to their teachers as showing exceptional potential for intellectual gain, when in fact their names had been randomly selected. After one semester no trends could be drawn from analyses of grade level, sex, and minority group membership; nor was the “expectancy advantage” of the selected Ss significant ( p < .05). Measuring gain in IQ for a semester rather than a year and the mechanics of first grade test administration were discussed, as well as the question of pervasiveness of the expectancy effect.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

Effects of Monetary Incentives on Task Switching

2012 ◽  
Vol 59 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Thomas Kleinsorge ◽  
Gerhard Rinkenauer
Keyword(s):  
Task Switching ◽  
Temporal Dynamics ◽  
Reward Processing ◽  
General Level ◽  
Monetary Incentives ◽  
Switch Costs ◽  
Expectancy Effect ◽  
Reward Expectancy ◽  
Trial Basis

In two experiments, effects of incentives on task switching were investigated. Incentives were provided as a monetary bonus. In both experiments, the availability of a bonus varied on a trial-to-trial basis. The main difference between the experiments relates to the association of incentives to individual tasks. In Experiment 1, the association of incentives to individual tasks was fixed. Under these conditions, the effect of incentives was largely due to reward expectancy. Switch costs were reduced to statistical insignificance. This was true even with the task that was not associated with a bonus. In Experiment 2, there was a variable association of incentives to individual tasks. Under these conditions, the reward expectancy effect was bound to conditions with a well-established bonus-task association. In conditions in which the bonus-task association was not established in advance, enhanced performance of the bonus task was accompanied by performance decrements with the task that was not associated with a bonus. Reward expectancy affected mainly the general level of performance. The outcome of this study may also inform recently suggested neurobiological accounts about the temporal dynamics of reward processing.

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