Thus, for some students, teacher expectations are pivotal for academic achievement. This ‘teacher expectation effect’ can be particularly strong for some students, accounting for more than 60% of variance in achievement for some students but less than 3% for others (Jussim & Harber, 2005 Jussim et al., 1996). Hattie’s ( 2008) meta-analysis quantified the effect of teachers’ expectations at an effect size of 0.43. A longitudinal study of 6060 students in America showed that teacher expectations of how far a Year 10 student would go in school had a predictive effect on the student’s completion of a four-year college degree (Papageorge et al., 2020). Quantitative studies have shown a relationship between teachers’ expectations and students’ academic outcomes (Papageorge et al., 2020). Teachers might draw on the substantive theory to inform classroom interactions that communicate high expectations in their own teaching contexts. The students recognised high expectations, then described how they responded by becoming motivated, engaged in learning, and acting to improve their academic outcomes. Students identified practices that communicated high expectations that add to existing knowledge in the literature. The theory generated from the data provides a lens for understanding how teachers communicated high expectations through confidence, approach, relationship, and environment. Straussian grounded theory (Strauss, 1990) methods were used to generate substantive theory together with the Year 10 students in three Western Australian public schools, through data including more than 100 classroom observations and 175 interviews. The findings offer educators student-focused perspectives of how to convey high teacher expectations that lead to improved student academic outcomes. A new theory was developed to achieve the study’s aim of accounting for how high expectations were experienced by 25 students in Western Australia. However, no research explains how students experience their teachers’ expectations, from their points of view. High teachers’ expectations are associated with improved student academic achievement.
0 kommentar(er)
