The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis

By H. de Boer, A. Timmermans, M. Van der Werf. 2018

112 citations recorded by the source corpus.

ABSTRACT This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0befddf2e6a3129b4efaa949c318bc51b11561d7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Nancy E. Perry
2. Lisa Bardach
3. Robert M. Klassen
4. E. Usher
5. Frank Pajares
6. Einar M. Skaalvik
7. Sidsel Skaalvik
8. Marjolein Zee

In Experimental and Cognitive Psychology

1. Nancy E. Perry
2. Lisa Bardach
3. Robert M. Klassen
4. E. Usher
5. Frank Pajares
6. Rebecca J. Collie

In Social Psychology

1. Nancy E. Perry
2. Lisa Bardach
3. Robert M. Klassen
4. Rebecca J. Collie
5. Einar M. Skaalvik
6. H. Koomen
7. Marjolein Zee
8. Sidsel Skaalvik

Citations in the corpus

• Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, methodology): “Expectations as psychological characteristic De Boer et al. (2018) Teachers’ academic expectations (defined as a teacher’s estimate of students’ academic potential) Student achievement 10 studies included in review of effects on achievement, 7 studies meta-analytically investigated, international…”