Successive teacher expectation effects across the early school years |
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| Authors: | Christine M. Rubie-Davies Rhona S. Weinstein Francis L. Huang Anne Gregory Philip A. Cowan Carolyn P. Cowan |
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| Affiliation: | 1. Faculty of Education, The University of Auckland, Private Bag 92601, Auckland, New Zealand;2. Department of Psychology, University of California at Berkeley, Tolman Hall #1650, Berkeley, CA 94720-1650, USA;3. Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, MO 65211, USA;4. Graduate School of Applied and Professional Psychology, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854-8085, USA |
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| Abstract: | The capacity for teacher expectation effects to interact and compound across a child's schooling offers a largely untested mechanism for magnifying or minimizing effects. This study examined four types of long-term teacher expectation effects: within-year effects of single teachers, cross-year effects of single teachers, mediated effects of single and multiple teachers, and compounded effects of multiple teachers. Participants were 110 students tracked from preschool through Grade 4 on measures of achievement and teacher expectations. Evidence was found for within-year but not direct cross-year effects. However, path models demonstrated enduring indirect effects of teacher expectations on cross-year achievement. Multiple years of teacher expectation effects were additive in predicting student achievement at fourth grade, with similar effects for teachers' over- and underestimates of student ability. The study extends understanding of longer-term teacher expectation effects. |
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| Keywords: | Teacher expectations Long-term effects Teacher beliefs Academic achievement |
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