• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Peabody College
    • Peabody College Teaching and Learning
    • Teaching & Learning Capstone Projects
    • View Item
    •   Institutional Repository Home
    • Peabody College
    • Peabody College Teaching and Learning
    • Teaching & Learning Capstone Projects
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    The Effects of Higher Teacher Expectations on Academic Achievement for Elementary Students, Especially Traditionally Low-Achieving Students

    Haines, Christina
    : http://hdl.handle.net/1803/1220
    : 2008-08-19

    Abstract

    This essay examines current and past research on the effects of teacher expectations on academic achievement, with a focus on research dealing with urban elementary schools. The essay concludes that while much of the research is controversial, teachers' expectations can have a limited effect on certain groups of students' academic achievement. This occurs when teachers' expectations influence teacher behavior toward the learner, the learning context, the curriculum, and assessment measures, in turn influencing student achievement levels. Teachers' expectations have the most effect on traditionally low-achieving students, suggesting that by changing expectations for and behavior toward those students, teachers can greatly influence academic achievement. To do this, teachers should work to view the learner as a person capable of achievement. Teachers should create a learning context where all students know the teacher expects them to succeed. Teachers can create this environment through the equitable distribution of behaviors that transmit high expectations. The Teacher Expectations and Student Achievement program focuses on several of these behaviors, including wait time and specific praise. If teachers really expect all students to succeed, they will also provide all students with access to the curriculum, making sure that ability grouping is flexible and designed to allow students access to the curriculum at their current level of understanding rather than deny such access altogether. Finally, to create high expectations, assessments should allow for students to demonstrate understanding rather than simply regurgitate facts.
    Show full item record

    Files in this item

    Icon
    Name:
    HainesCapstone.doc
    Size:
    79.5Kb
    Format:
    Microsoft Word
    View/Open

    This item appears in the following collection(s):

    • Teaching & Learning Capstone Projects

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy