Affiliation:
1. Institute of Education and Professional Studies St. Gallen University of Teacher Education St. Gallen Switzerland
2. Faculty of Human Sciences University of Cologne Cologne Germany
Abstract
AbstractOver the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student‐related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student‐related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.
Funder
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung