On the Application of Teacher Expectancy Effect in English Teaching

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.

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An Attempt to Replicate the Teacher Expectancy Effect

Psychological Reports ◽

10.2466/pr0.1971.29.3f.1223 ◽

1971 ◽

Vol 29 (3_suppl) ◽

pp. 1223-1228 ◽

Cited By ~ 9

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.

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Teacher-Expectancy Effect Examined at Different Ability Levels

The Journal of Special Education ◽

10.1177/002246697100500204 ◽

1971 ◽

Vol 5 (2) ◽

pp. 127-131 ◽

Cited By ~ 2

Author(s):

Elyse S. Fleming ◽

Ralph G. Anttonen

Keyword(s):

Expectancy Effect ◽

Teacher Expectancy ◽

Ability Levels

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Effects of Monetary Incentives on Task Switching

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000146 ◽

2012 ◽

Vol 59 (4) ◽

pp. 216-226 ◽

Cited By ~ 36

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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