Teacher expectations and student self‐perceptions: Exploring relationships

By Christine Rubie-Davies. 2006

287 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a9184602597fd21a67bb2886475b602621ae7b91

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Citations in the corpus

Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments (2013, methodology): “Although much of the research examines teacher expectancy effects on average, a number of studies show striking differences in the magnitude of effects between teachers (e.g., Babad, 1993; Brattesani, Weinstein, & Marshall, 1984; Kuklinski & Weinstein, 2001; McKown & Weinstein, 2008; Raudenbush, 198”
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “…variation is in turn manifested in instructional methods, material development, enthusiasm, classroom management, and the extent teachers expend effort in their preparation time—all of which are key factors associated with students’ academic performance and self-concepts (Rubie-Davies, 2006).”
Top of the Class: The Importance of Ordinal Rank (2018, unknown): “…of effects found in the main results, it seems likely that confidence matters.48 This is in line with the psychological literature, which finds that academic confidence is thought to be especially malleable at the primary school age (Tidemann, 2000; Rubie-Davies, 2012; Leflot et al., 2010).”
Honors Students’ Perceptions of Their High School Experiences (2014, background): “In this newer paradigm, the expectations of a teacher similarly influence the range of students to over- or underperform relative to their individual ability levels (Rubie-Davies, 2006).”
Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement (2019, background): “Teacher expectations predict their students’ future ASC on both an individual (Marsh et al., 1998; Trouilloud et al., 2006; Trouilloud, Sarrazin, Martinek, & Guillet, 2002) and an entire class level (Rubie-Davies, 2006).”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “, 1987), and that teachers’ expectations tend to be more influential to students’ outcomes than the reverse (e.g., Muijis & Reynolds, 2002; Rubie-Davies, 2006).”