Expectation Effects: Pygmalion and the Initial 20 Years of Research

Autor/inn/en	Good, Thomas L.; Sterzinger, Natasha; Lavigne, Alyson
Titel	Expectation Effects: Pygmalion and the Initial 20 Years of Research
Quelle	In: Educational Research and Evaluation, 24 (2018) 3-5, S.99-123 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2018.1548817
Schlagwörter	Educational Research; Teacher Expectations of Students; Criticism; Research Problems; Validity; Classroom Communication; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Kritik; Forschungskritik; Gültigkeit; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article reviews Rosenthal and Jacobson's (1968) seminal study, "Pygmalion in the Classroom" (PC). We consider what preceded PC, the actual study, immediate criticisms of it, Rosenthal's reactions to the criticism, and, importantly, the research that followed PC from 1968 to roughly 1990. Despite critical criticisms of it, we conclude that PC had a tremendous impact because it stimulated researchers to study expectation effects in the classroom that established that some teachers do form and communicate differential expectations to their students and that some students internalise these expectations in ways that manifest in their actual performance. The research that followed PC has yielded rich concepts and findings that are relevant for theory, practice, and social policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01