Teacher Expectancy, Student Expectancy, and Performance Feedback Effects on Academic Performance.

Autor/in	Persely, George
Titel	Teacher Expectancy, Student Expectancy, and Performance Feedback Effects on Academic Performance.
Quelle	(1973), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Educational Diagnosis; Educational Research; Elementary School Students; Expectation; Feedback; Low Achievement; Research Methodology; Rural Schools; Statistical Analysis; Student Teacher Relationship; Teacher Attitudes; Teacher Influence; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsforschung; Pädagogische Forschung; Expectancy; Erwartung; Unterdurchschnittliche Leistung; Research method; Forschungsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Lehrerverhalten
Abstract	This study was designed to test the effects of positive teacher expectancy instructions, positive student expectancy instructions, and positive performance feedback on the academic performance of second, third, and fourth grade students. 13 teachers (5 fourth grade, 4 third grade, and 4 second grade) from a rural Texas elementary school nominated approximately half of the students (163 students in all) from each of their classes, who were not considered to be "good" students, to participate in a special "motivation program." In addition to "good" students, students in the school's special education program were also excluded from the study. The students were assigned at random to groups in a 2 x 2 x 2 randomized factorial design. The factors were presence vs. absence of positive teacher expectancy instructions concerning students' academic potential; positive student expectancy instructions concerning each student's academic potential; and positive feedback concerning each student's academic performance. Pre- and post-treatment measures of academic performance were administered. Treatments were carried out in seven half-hour sessions in which subjects watched neutral films. Analysis of variance revealed teacher effects which suggest that teachers differentially changed their subjective ratings of student academic potential, differentially change the grades given to their students, and differentially affected their students' post-treatment test scores all independently of any of the controlled variables in this study. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC