The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years
The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years
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DOI：
10.1037/a0014306
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发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Ghazarian, Sharon R.
中科院分区：
文献类型：
--
作者：
Hinnant, J. Benjamin;O'Brien, Marion;Ghazarian, Sharon R.
关于教师期望在学年早期的作用或教师期望作为未来学业成就预测指标的重要性的研究相对较少。目前的研究调查了幼儿阅读和数学领域的这些问题。包括来自近 1,000 名一年级、三年级和五年级儿童和家庭的数据。儿童性别和社交技能成为教师对阅读以及数学能力期望的一致预测因素。在预测未来的实际学业成绩时，结果表明，教师的期望与阅读和数学成绩的关系存在差异。没有证据表明教师的期望会不断累积，但有证据表明，随着时间的推移，教师对数学成绩的期望仍然会持续存在。此外，对于可能被认为处于危险之中的儿童群体，教师的期望与后来的成绩密切相关。
There is relatively little research on the role of teacher expectations in the early school years or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic, domains for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesser extent, math ability. In predicting actual future academic achievement, results showed that teacher expectations were differentially related to achievement in reading and math. There was no evidence that teacher expectations accumulate but some evidence that they remain durable over time for math achievement. In addition, teacher expectations were more strongly related to later achievement for groups of children who might be considered to be at risk.