Reaching higher: The power of expectations in schooling.

By J. Swann. 2003

249 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/864abaf0f5e469f94a37cc2d94f49b0400ae85e4

How researchers see this paper

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

Citations in the corpus

Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “As students age into middle school, the social aspects of the classroom increasingly are features that engage the student in learning (Eccles & Gootman, 2002; Weinstein, 2002).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “In addition, Black students can be attuned to teachers’ low academic expectations, which can undermine their performance (Weinstein, 2002).”
Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education (2012, result): “Despite the failure to replicate the seminal research on teacher expectation effects (Rosenthal & Jacobson, 1968), more recent research in this area (e.g., McKown & Weinstein, 2002; Weinstein, 2002) suggests that teacher expectation effects may be more potent for students from ethnic minority backgr”
Teacher expectations, classroom context, and the achievement gap. (2008, background): “In terms of climate factors that may influence teacher ethnic bias, prior research has established that the extent to which children in a classroom perceive differential teacher treatment towards high and low achieving students (PDT) is consistently related to academic equity (Weinstein, 2002; Weins”
Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts (2011, background): “…are often the root cause for low student achievement and behavior (see Ferguson, 2003; McKown & Weinstein, 2008; Rist, 1970; Rosenthal & Jacobson, 1968), which research has shown to have a disproportionate negative impact on Black students (Jussim, Eccles, & Madon, 1996; McKown & Weinstein, 2002).”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “In her qualitative study of elementary school students, Weinstein (2002) found that teachers were more likely to praise students of whom they held high expectations, ask them to lead classroom activities, and give them more academic choices.”
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “Moreover, there is empirical research that provides strong support for these claims in school-aged populations (Arroyo & Zigler, 1995; McKown & Weinstein, 2002, 2003; Oyserman et al., 2003).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “Therefore, it is crucial for intervention efforts to target such negative perceptions on the part of teachers and classmates (see Weinstein, 2002), in addition to trying to change any negative perceptions these students might have of themselves.”
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices (2013, background): “Furthermore, an array of evidence indicates that such student characteristics as socioeconomic status and ethnicity influenced teachers’ susceptibility to biased achievement and motivation expectations (DeCastro-Ambrosetti & Cho, 2011; Eccles & Wigfield, 1985; Jussim & Harber, 2005; Magos, 2006; Rub”
Sustainability of teacher expectation bias effects on long-term student performance. (2010, background): “The second mechanism, deduced from prior research (Kuyper & van der Werf, 2003; Rubie-Davies et al., 2006; Smith et al., 1999; Weinstein, 2002), implied that negative or positive teacher expectation bias would induce, respectively, less or more learning opportunities.”
The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (2007, background): “A number of models address how teachers communicate expectations (for reviews, see Cooper, 1979; Weinstein, 2002).”
Restorative Interventions and School Discipline Sanctions in a Large Urban School District (2016, background): “Moreover, given consistent evidence that schools contribute to sorting and labeling students (Weinstein, 2002), a concern about the implementation of alternatives to suspension would be that participation in RIs would reflect typical dynamics related to power and privilege.”
Effects of school composition and school climate on teacher expectations of students: A multilevel analysis (2014, background): “At the contextual level, those factors are especially relevant, as institutional and societal arrangements orient and reinforce certain types of expectations and may even influence the occurrence of self-fulfilling prophecy (Weinstein, 2002).”