Teacher expectations, classroom context, and the achievement gap.

By C. McKown, Rhona S Weinstein. Journal of School Psychology, 2008

613 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c04205d68172fcaaf4f01ea73aeaeaa3089ead6

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In Education

Citations in the corpus

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, background): “Teachers function as gatekeepers and influence students’ achievements and concepts of ability (Beilock et al., 2010; McKown & Weinstein, 2008).”
Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes (2017, background): “Furthermore, students with relatively disadvantaged socioeconomic status (SES) and from ethnic minority groups are more likely to experience teachers’ lower expectations, leading to lower achievement (McKown & Weinstein, 2008; Rist, 1970).”
Motivational teacher strategies: the role of beliefs and contextual factors (2015, neutral): “…has shown that teacher perceptions of individual students are indeed very powerful in shaping teaching behaviours and subsequent learning outcomes (Jungbluth 2003; Jussim and Harber 2005; McKown and Weinstein 2008; Nurmi et al. 2012; Rosenthal and Jacobson 1968; van den Bergh et al. 2010).”
Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts (2011, background): “Moreover, these low expectations 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,…”
Effects of school composition and school climate on teacher expectations of students: A multilevel analysis (2014, background): “This should be promoted notably at the contextual level where empirical findings are limited (McKown & Weinstein, 2008; Weinstein, 2002).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “For instance, McKown and Weinstein (2008), in a study of 83 classrooms, explain that, for high-bias teachers, expectations accounted for an average of .29 standard deviations of racial achievement differences.”
The Implicit Prejudiced Attitudes of Teachers (2010, background): “Furthermore, explicit measures seem to predict controlled behavior in interethnic interactions, while spontaneous, nonverbal behavior is perceived as an indicator for teachers’ differential treatment (Dovidio et al., 2002; McKown & Weinstein, 2008).”
School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies. (2013, background): “For instance, Rosenthal (1973) distinguished four mechanisms by which teachers might hinder students’ educational progress: the social-emotional climate they create toward high-expectation pupils, the amount of feedback pupils receive, the amount and the quality of the subject material offered, and ”