Literaturnachweis - Detailanzeige
| Autor/inn/en | Goodwin, William L.; Sanders, James R. |
|---|---|
| Titel | An Exploratory Study of the Effect of Selected Variables upon Teacher Expectation of Pupil Success. |
| Quelle | (1969), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Grade Prediction; Socioeconomic Influences; Student Records; Teacher Attitudes; Teachers; Test Interpretation |
| Abstract | A study was conducted to determine what variables are prepotent in establishing a teacher's expectancy for a pupil. Seven 20-minute experiments were conducted using a sample of 84 teachers who were randomly assigned to an experimental treatment and then reassigned for each subsequent experiment regardless of their previous assignment. Treatments consisted of presenting hypothetical students' cumulative folders to the Ss. Based on the information therein, Ss answered six questions (each with five possible responses) involving their expectations for the academic performance of that student. In any given experiment, the information in the folders was identical for all Ss with two exceptions: grade level (first or sixth) and one of the other variables (IQ, grade average, sex, chronological age, standardized test performance, anecdotal records, or socioeconomic background) which were systematically introduced and varied, each in a separate experiment. Data resulting from Ss' composite scores on the six criterion questions constituting the dependent variables were analyzed by analysis of variance, and multiple comparison tests (Newman-Keuls) were run. It was inferred that IQ, course grades, standardized test results, and socioeconomic background are perceived by teachers as the characteristics on which they can most validly base their expectations of students' performance. Findings stress the importance of training teachers in measurement and interpretation of socioeconomic information. (JS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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