A systematic review of the teacher expectation literature over the past 30 years
A systematic review of the teacher expectation literature over the past 30 years
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近30年教师期望文献的系统回顾
DOI：
10.1080/13803611.2018.1548798
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发表时间：
2018
影响因子：
1.4
通讯作者：
Kane Meissel
中科院分区：
文献类型：
--
作者：
Shengnan Wang;C. Rubie;Kane Meissel
摘要本文回顾了1989年至2018年教师期望研究的发展历程，并讨论了教师期望研究的主要途径。在系统文献检索的基础上，通过叙事性综合，提出了四个分析主题：（1）教师期望的影响因素;（2）教师期望的中介机制;（3）教师期望效应的调节因素;（4）教师期望对学生社会心理、行为和成就的影响。总的来说，大多数研究证实了早期关于这4个主题的研究结果，尽管也有一些研究发现结果与早期的工作相矛盾。此外，在过去的30年中提出的新的研究课题和方向，特别是关于教师期望的中介作用和期望效应的社会心理和行为结果，在这次审查中确定。最后，本文对未来教师期望的研究方向提出了一些建议。
ABSTRACT This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.
教师与学生之间的性格相似性影响教师对学生成绩的判断
影响因子：
3.2
作者：
Rausch;Karing;Dörfler;Artelt
通讯作者：
Artelt